Research On The Influencing Factors Of Primary And Secondary School Teachers’ Teaching Well-being

Well-being is the main theme and core issue of life,and well-being is the eternal need and pursuit of people.Because of the desire for well-being,we have the past and today of mankind,and because of the desire for well-being,we have the future of mankind.In the era when our country is building a harmonious society in an all-round way,and cultivating socialist builders and successors who develop all-round moral,intellectual,physical,and artistic development,discussions on the well-being of educators and educators have entered the field of research of educators.From the perspective of teachers’ own needs and professional needs,teachers should have a sense of well-being in their posts.The contingent of teachers is unstable and low enthusiasm,which will seriously affect the progress of society,the development of education and the well-being of students.Teachers sense of well-being in teaching is composed of work concentration,self-efficacy,teacher competence,occupational security,and occupational attractiveness.It has the characteristics of mobility,integrity,and spirituality.The research on teachers’ well-being in teaching can guide society’s support for well-being education,inspire schools to explore well-being management,and inspire teachers to pursue well-being in teaching.In order to understand the current state of teachers’ well-being in teaching and provide a realistic basis for the exploration of teachers’ teaching well-being,questionnaire surveys and interviews were used to demonstrate the current status and influencing factors of teachers’ well-being in teaching in city C.the study.The main research conclusions are as follows:(1)The level of teaching well-being of primary and middle school teachers is relatively high.In the evaluation system with a theoretical average of 3,the level of teaching well-being is 3.75,which is between average and relatively happy.Among the various dimensions of teacher’s teaching well-being,the average scores from high to low are teacher competence(4.09),self-efficacy(3.95),job concentration(3.79),occupational attractiveness(3.50),and occupational safety(3.32).(2)There are significant differences in the teaching well-being of primary and middle school teachers in different demographic variables.Teachers with different professional titles,grades,marital status,identity,and personality characteristics have significant differences in their sense of well-being in teaching.(3)The factors that affect the well-being of teaching of elementary and middle school teachers include individual level,professional development,working environment and social environment.Through multiple regression analysis,it can be seen that each factor can significantly predict the well-being of teaching in elementary and middle schools.Among them,the individual level can explain 70% of the variance,which is the primary factor that affects teachers’ well-being in teaching.Professional development can explain 54% of the variance,which is the core factor that affects teachers’ sense of well-being in teaching.The working environment can explain 53% of the variance,which is an essential factor that affects teachers’ sense of well-being in teaching.The social environment can explain 38% of the variance,which is a guarantee factor that affects teachers’ sense of well-being in teaching.Teachers’ sense of well-being in teaching requires the organic integration of social environment,campus culture,and teacher quality.Aiming at the factors that can explain the large amount of variation among the above influencing factors,this article proposes effective strategies for improving the well-being of teaching in primary and secondary schools: society must protect teachers’ rights and interests and increase professional attractiveness;schools must optimize the working environment and enhance teachers’ professional capabilities;Teachers should change their values and establish reasonable career expectations.