| Happiness is the theme and ideal of life，which is the pursuits of human.Teachers’ professional happiness is an important content of teachers’ professional life,which is the key indicator of teachers’ life quality. Focus on teachers’ professionalhappiness is not only beneficial to teachers’ professional development and improveeducational quality, which more can conducive to the stability of the teachers and thedevelopment of social progress. The development of education relies mainly on theteachers to implement, the happiness of our teachers community has a keysignificance for our country’s education career development. Only happy teacher canteach happy students, an unhappy teacher can’ t let the students appreciate happiness.The pursuit of happiness is the needs of themselves and education.In this paper, we take Henan province as an example, the high schoolhistory teachers of18cities in Henan province as the objective of study. Based on allthe research for teachers’ professional well-being, in combination with the scale offace made by Andrews and Withey in1976and the high school teachers’ professionalwell-being questionnaire of Jia Huiyan, we establish the questionnaire. The article ismainly about analysis the current situation of history teacher, and the influence factorsof history teachers’ professional well-being in Henan province. According to the result,we put forward to improve teachers’ professional sense of happiness of Henanprovince history strategy.Through the statistics and analysis of survey data, the main research conclusions as followed.Overall, the teachers’ professional well-being level in Henan province is ingeneral, and is not ideal, only35.9%of teachers can obtain the happiness from work.The individual well-being level is different significant, which still needs to be furtherimproved.Through the contrast analysis, under the condition of different individualsituation and teaching, we found history teachers’ professional happiness also existdifferences. The specific performance is following. Female teachers’ professionalhappiness is higher than male teachers; the teachers’ professional happiness levelunder the age of25is the lowest, while41-45years old teachers’ professionalhappiness level is the highest; teachers’ professional well-being below the5years’experience is the weakest, while20-25years experience is the best; senior high schoolteachers’ professional happiness is higher than the junior high school; Model highschool history teacher’s happiness is more than average high school history teachers;city high school history teachers’ professional well-being level is the highest, followedis county town, and the village town is the lowest. The professional title and educationbackground will influence the teachers’ well-being. The teachers’ professionalhappiness level of postgraduate is the highest, followed as undergraduate, the juniorcollege student is the lowest; the higher professional title and the higher the happinesslevel, teachers’ professional well-being level of senior professional title issignificantly higher than other professional title, the junior title teachers’ professionalwell-being level is the lowest. As a teacher in charge’s history teachers’ professional happiness level is higher than the teacher just in charge’s history course; ordinaryhistory teachers’ professional happiness level is lower a certain position in schoolteachers’ professional happiness.The article analysis the impact of teachers’ professional happiness all thefactors considered comprehensively, we get main factors the influence of historyteachers in Henan province professional happiness, which affect the more: teacherspay income, individual teachers’ teaching, history position, social status, schoolfactors, development space and so on. According to the main influence factors, we putforward to some strategies to improve teachers’ professional happiness, such asimprove teachers’ personal accomplishment, the system of school management, theattention of the social system and so on. |
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