A Comparative Study On The Differences In Subjective Well-Being Of Urban And Rural Kindergarten Teachers

Kindergarten teachers’ subjective well-being level is the important factors that affect the health of infants and children’s education,and our country city and countryside in the level of economic and social development,many aspects,such as public resources occupies proportion and location objective differences,these differences lead to urban and rural preschool teachers’ subjective well-being level is different,At present,there is a lack of comparative research on subjective well-being of urban and rural kindergarten teachers.Based on this,it is of great significance to conduct a comparative study on the subjective well-being of urban and rural kindergarten teachers and explore the differences between urban and rural kindergarten teachers’ subjective well-being and the reasons for the differences,so as to narrow the differences between urban and rural kindergarten teachers’ subjective well-being,promote educational equity and promote the balanced and coordinated development of preschool education in China.In this study,urban and rural kindergarten teachers in Z city,X City and K City were selected as research objects through stratified random sampling.The overall situation of subjective well-being of urban and rural kindergarten teachers was understood through questionnaire survey and interview,and the differences of subjective well-being of urban and rural kindergarten teachers in various variables were compared.This paper discusses the influencing factors of the differences between urban and rural kindergarten teachers’ SWB,and puts forward some suggestions and measures to narrow the differences according to the analysis results.The main results of this study are as follows: 1.The overall subjective well-being of kindergarten teachers is above the average level.2.Overall subjective well-being,life satisfaction and positive emotions of urban kindergarten teachers are higher than those of rural kindergarten teachers,while negative emotions are lower than those of rural kindergarten teachers,with significant differences.3.The subjective well-being of kindergarten teachers and its various dimensions are different in urban and rural areas in age,marital status,children,teaching age,education background,working hours,nature of kindergartens,classes they teach and other variables.By analyzing the above research results,the researchers can summarize the reasons for the differences in the various dimensions of subjective well-being of urban and rural kindergarten teachers and their demographic variables into three aspects: government and society,kindergarten and individual teachers.Among them,there are differences between the government and the society mainly in living environment,social support,salary level,staffing situation,children’s quality and other aspects.In kindergartens,there are differences mainly in management evaluation system,number of teachers,teacher professional development and other aspects.There are differences in teachers’ life attitude,emotion regulation ability,professional identity and so on.Finally,based on the influencing factors,corresponding suggestions and countermeasures are proposed from the three aspects of the government,society,kindergarten and individual teachers to improve the subjective well-being of rural kindergarten teachers and narrow the urban-rural differences.