The Relationship Among Social Support,job Stress And Life Satisfaction Of The Special-post Teachers In Henan Province

In order to increase both the qualities and quantities of teachers in the rural areas and promote the development of rural compulsory education, since 2006, our country has implemented “Special-post Teachers Plan” for rural teachers. Thanks to this plan, in the recent years a plenty of graduated college students has been recruited to be special-post teachers at rural compulsory-education schools in “two basics” crucial counties. Not only did this study extensively enrich psychological research achievement in the rural special-post teachers, but also provided theoretical direction to the teachers’ mental health, via investigating social support, job stress and life satisfaction of rural special-post teachers and discussing their relationship. Moreover, this study gave useful suggestions to reinforce the support of rural teachers, which could improve work and living environment of the special-post teachers.This study took the method of convenient sampling. We asked the rural special-post teachers in several counties in Henan Province to complete three pieces of questionnaires which included the questionnaire about work pressure in primary and secondary school, Social Support Rating Scale(SSRS) and the Satisfaction with Life Scale(SWLS). Eventually, 341 valid questionnaires were analyzed by statistical methods of descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis and regression analysis.The following conclusions were found from this study:First, social support of the special-post teachers had remarkable differences in gender, marital status(expect for dimension of utilization), educational background(expect for dimension of subjective support) and the teaching region(expect for dimension of subjective support); The special-post teachers’ work pressure had noticeable differences in gender(expect the dimensions of family, social problems), educational background(expect the dimensions of family and social problems) and income level; Only job characteristic, physical characteristic and family situation existed significant variances in marital status; In the region of teaching, only job characteristic, career development and family situation existed remarkable differences; The special-post teachers’ life satisfaction was significantly different in educational background, the region of teaching and income level.Secondly, there was remarkable negative correlations between social support and job stress of the special-post teachers; Social support and life satisfaction had significant positive correlation; job stress had noticeable negative correlation with life satisfaction.Thirdly, the special-post teachers’ social support can positively predict life satisfaction while job stress was able to negatively predict life satisfaction.Finally, under certain conditions, job stress played a role as medium between social support and life satisfaction of the special-post teachers.