Research On The Relationship Between Subjective Well-being And Teacher Literacy Of International Chinese Teacher

International chinese language teachers have many hours,different teaching objects and cultural conflicts,which will affect the psychological state of teachers.This paper takes the relationship between subjective well-being and teacher literacy of international chinese language teachers as the research object,investigates the current situation of subjective well-being and teacher literacy of international chinese language teachers by means of questionnaire survey,statistical analysis and other methods,and discusses the relationship between life satisfaction,job satisfaction,emotional satisfaction and teacher literacy.The survey results show that the overall subjective well-being of international chinese language teachers is not high,the level of teacher literacy tends to be positive,and the level of subjective well-being is significantly lower than the level of teacher literacy.Among all variables,gender and identity have the most significant impact on the well-being of international chinese language teachers,and there is a significant correlation between the subjective well-being of international chinese language teachers and teacher literacy and there is a causal relationship.Based on the above survey results,the author puts forward specific improvement suggestions from both the school and the teacher,including strengthening the construction of international chinese language teachers’ psychological state,optimizing the school management system with international chinese language teachers as the center,and improving the working environment according to the needs of international chinese language teachers.Furthermore,through improving the subjective well-being of international chinese language teachers,the improvement of teachers’ literacy is indirectly affected.This paper provides some references for the construction of international chinese language teachers.