Relationship Between Psychological Well-being And Primary School Teachers' Teaching Efficacy And Enhance The Well-being Of Countermeasures

Along with the social transformation and education reform of promoting, primary school teachers with teaching, research, service, etc. Multiple tasks, work pressure is bigger and bigger, the mental health status of primary school teachers is not optimistic. If the teacher is in a state of low long-term happiness, that must have the development of education in our country to bring huge hidden trouble.Whether from care for teachers, or from the perspective of promoting the development of China’s education cause, we all deal with the question of primary school teachers’ psychological well-being (PWB) to give enough attention. Purpose of this study was to survey based on the analysis of the present situation of primary school teachers’ PWB, and to explore the influence factors of primary school teachers’ PWB, especially the teachers’ teaching self-efficacy impact on PWB, from cognitive perspective to study how to improve the primary school teachers’ PWB.This study uses quantitative research and qualitative research method of combining. Study1:Psychological well-being Scale, for Tianjin and Zhengzhou city urban and rural areas, a total of204primary school a teacher carries on the questionnaire survey, using SPSS.17.0to analyze the data. The results are as follows:(1) On PWB scores, the reality of elementary school teachers’ PWB is in good condition. Divide the total score higher than30points, each dimension of all above4.5, shows that they held a positive attitude to PWB.(2) Primary school teachers’ PWB exist differences in demographic variables:on gender, female teachers on the positive relationship between factors is better than that of male teachers; Life on the job title, purpose and self-acceptance factor from high to low in turn for elementary school senior teachers, primary school teachers, primary school secondary; Dependency in the school, autonomy, environmental control and life goals and self-acceptance factor, the city primary school teachers is better than that of rural primary school teachers; On the marriage situation, life goals factor from high to low in turn for unmarried primary school teachers of primary school teachers of primary school teacher, married, divorced; Independent factors in age,31to40age group of primary school teachers score the highest. In environmental control factors, I accept51～60age group of primary school teachers was the most outstanding; On the teaching experience, the positive relationship between factor6～10years’ experience of primary school teachers is higher than other school age. Autonomy and environmental control factor of11～15years’ experience of primary school teachers have significant advantages. Life goals factor16～20years’ experience of primary school teachers is higher than other school age. Self-acceptance factor more than20years of teaching teachers is significantly higher than other school age.(3) Self-efficacy of elementary school teachers teaching the explanatory study of PWB:elementary school teachers’ personal teaching self-efficacy and the relationship of PWB is very significant, its explanatory power of PWB is40.3%; General teaching efficacy is significantly effect on PWB, to the PWB of the explanatory power of1.2%.Research2.:Qualitative research, through to the Zhengzhou16primary school teachers and three principals of individual visit, further understand the current situation of the elementary school teachers’ PWB, improve teaching self-efficacy explore their effective method. The results show that:(1) Primary school teachers teaching self-efficacy of self-improvement, has promoted the general teaching efficacy and personal teaching efficacy.(2) Social and enhance primary school teachers teaching self-efficacy way includes:the improvement of the community’s strong support, school management, and actively cooperate with parents.