A Study On The Professional Well-being Of Teachers In Ideological And Political Courses In Senior Middle Schools

Education is "the great plan of the country and the great plan of the party." Teachers,the main inheritors of education,play a key role in education.The level of teachers' professional well-being directly affects the stability of the team of teachers,which in turn affects the quality of the entire education.Ideological and political courses are the key courses to implement the fundamental tasks of Lide Shuren.However,ideological and political subjects are often marginalized,which affects the professional happiness of teachers of ideological and political courses.This study consulted relevant research literature at home and abroad,conducted a preliminary interview questionnaire survey on teachers,analyzed data through related software,and combined with cause analysis to propose measures to enhance the professional well-being of teachers in ideological and political courses in high schools.The article elaborates on research issues in six parts:The first part is the background,significance and research results of this research at home and abroad.The second part is the theoretical basis of the research,including the definition of core concepts and theoretical support.The theoretical support includes teacher happiness theory,teacher value theory,teacher essence theory and teacher struggle theory.The third part is the characteristics of the professional happiness of teachers in ideological and political classes in high school and the practical significance of the research.The fourth part is the investigation of the status quo of occupational well-being of high school teachers in a city in southern Henan and the exploration of the reasons that affect occupational well-being.The current situation is: the professional well-being of ideological and political teachers in a high school in a city in southern Henan is at the upper middle level,but there are large differences among individuals.Individual differences are manifested in that male teachers generally have lower professional well-being than female teachers in terms of gender;in terms of age,teachers over 41 years old have the highest professional happiness,followed by teachers aged 30 and below,followed by 31--40 years old.Teachers at the age of 14 have the lowest professional happiness;in terms of teaching age,the higher the teaching age,the higher the professional happiness of teachers;from the academic level,with the improvement of academic qualifications,the teacher's professional happiness is weakened;from the job title,the investigator The higher the professional title,the higher the professional well-being;from the perspective of whether or not to serve as a class teacher,teachers are more happy than not being class teachers.There are many factors that affect teachers 'professional well-being.From a personal level,teachers' own professional ideas are biased,some teachers 'professional qualities are low,interpersonal relationships are not harmonious,and there is a job burnout.From a school level,there are defects in school management systems and evaluation mechanisms.Resulting in low teacher professional identity and satisfaction;from a social perspective,teachers 'low wages,low social status,and high school ideological and political courses have long been classified as vulnerable subjects.The fifth part proposes related measures to improve teachers' professional well-being from three levels of individual,school and society.The sixth part is conclusion and research prospect.