The Empirical Research On The Relationship Between Wisdom Teaching Competence,Job Performance And Subjective Well-being Of College Teachers

With the rapid development of information technology,the emergence of smart teaching,such as SPOC and flipped classroom,shows that smart education has been attached great importance,which also makes college teachers receive high attention.How to improve the ability of smart teaching and create educational benefits while maintaining a positive attitude has become the focus of this study.Studies have shown that teacher competency can affect teachers’ SWB,but the influence path is not perfect.In addition,due to the change of teaching environment and research objects,the relationship between the competency attribute of wisdom teaching and SWB of college teachers in the specific context of smart learning environment remains to be understood.As a standard to evaluate teachers’ abilities,the impact of job performance on subjective well-being of college teachers has also become a pre-solved problem in this study under the assessment standard of wisdom teaching competence of college teachers.Therefore,this study assumes that teachers’ wisdom teaching competence in the smart learning environment can directly affect teachers’ subjective well-being,and that wisdom teaching competence can indirectly affect teachers’ subjective well-being through job performance as a mediator variable.The research is based on the following steps: First,study on the analysis of domestic and foreign intelligence teaching competency and job performance and teachers’ subjective well-being,on the basis of related literature,in combination with the existing research,in order to improve university teachers’ teaching competence and wisdom university teachers’ subjective well-being,for the purpose of constructing college teachers wisdom teaching competency and job performance and the theoretical model of university teachers’ subjective well-being,In order to clearly understand the specific path of interaction between variables,relevant hypotheses and several dimensional subhypotheses between variables are proposed.Second,this study conducted a small sample predictive test on the subjective well-being scale of college teachers,and obtained a formal subjective well-being scale of teachers,and verified the reliability of the mature scale of wisdom teaching competence and teacher work performance.Thirdly,SPSS and Amos were used to conduct regression analysis on 273 questionnaires to test the hypotheses proposed in this study.According to the above research steps,the following conclusions are finally drawn: first,teachers’ subjective well-being is composed of three dimensions: school connection,teaching pleasure and teaching effect,which has also been verified in the intelligent learning environment.Secondly,wisdom teaching competence has a significant positive influence on teachers’ subjective well-being and its three dimensions(school connection,teaching fun and teaching effect);Thirdly,teachers’ job performance has a significant positive impact on teachers’ subjective well-being and its three dimensions.Fourthly,teachers’ job performance and its three dimensions play a partial intermediary role in the process of wisdom teaching competence affecting teachers’ subjective well-being.Based on the research conclusions,this study puts forward the following suggestions and countermeasures from the social,organizational and individual levels: the social level should make the smart campus more "humanized" and make the smart teaching truly acceptable and easy to accept;At the organizational level,colleges and universities should ensure the two-way construction of rigorous system of wisdom teaching and harmonious atmosphere.College teachers should set up a correct concept of "embrace" wisdom teaching.