The Relationship Among Personality Traits Social Support And Subjective Well-Being Of Primary And Middle School Teachers

Objective:To explore the relations between personality traits, social support and subjective well-being of primary and middle school teachers, and to provide basis for improving teachers’subjective well-being.Methods:In this study, the author conducted questionnaire surveys and in-depth interviews in the primary and middle school teachers, used SPSS13.0and AMOS17.0software to conduct t-test, analysis of variance, correlation analysis and path analysis.Results:(1) There was no significant differences in gender and technical title variables in the primary and middle school teachers’subjective well-being. The primary and middle school teachers with different marital status, educational background, teaching experience and the subject showed significant differences on subjective well-being.(2) The primary and middle school teachers’personality traits were significant associated with social support. The neuroticism dimension has a significantly negative correlation with all dimensions of social support, while extraversion and agreeableness had significant positive correlations with all dimensions of social support; openness had an obvious positive correlation with objective support and the use of support; conscientiousness had an obvious positive correlation with subjective support.(3) The primary and middle school teachers’personality traits had a significant correlation with subjective well-being. The neuroticism has a significant negative correlation with subjective well-being, while extraversion, agreeableness, openness and conscientiousness had significant positive correlations with subjective well-being.(4) Social support the primary and middle school teachers had significant correlation with subjective well-being. Except the "worrying for health" factor of subjective well-being, social support has a significant positive correlation with other factors of subjective well-being.(5)Construct structural equation model in which social support as a mediator was fitting with our sample.(6)The neuroticism and extroversion of personality traits are not only a directly impact on subjective well-being, but also indirectly influence on subjective well-being through social support which paly partial mediating role between personality traits and subjective well-being.Conclusion:Personality traits of primary and secondary school teachers were correlated with social support, and social support was correlated with subjective well-being. Personality can directly affect the subjective well-being, and also indirectly affect it through social support.