【作者】 李晶；

【导师】 李辉；

【作者基本信息】 云南师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【副题名】以昆明市为例

【摘要】 心理学中,关于教师主观幸福感的研究中较缺少对中学教师群体的研究,更缺乏对不同类别教师主观幸福感的比较研究。随着民办学校的迅速发展,公办学校与民办学校教师的主观幸福感有差别吗?差别如何?到底是哪些因素影响教师的主观幸福感?这些都是目前教育界急需回答的问题。弄清这些问题,对于解决当前教师职业倦怠、民办学校教师流失等问题将有一定的指导作用。因此,本研究尝试了解昆明市公办中学和民办中学教师的主观幸福感的现状和差异,找出影响教师主观幸福感的因素,探析增强教师主观幸福感的对策。本研究主要分为两部分:研究一,问卷调查,采用总体幸福感问卷(GWB)随机选取308名中学教师(公办中学191名,民办中学117名)进行调查,比较分析昆明市公办中学和民办中学教师的主观幸福感的现状及差异,探析影响教师主观幸福感的因素;研究二:个案访谈,采用半结构化访谈提纲随机选取6名两类教师进行个案访谈,深层挖掘教师主观幸福感的影响因素。两个部分的研究研究结果如下:(一)昆明市中学教师的主观幸福感处于中等水平,其中女教师的主观幸福感高于国民平均水平,一级中学的教师主观幸福感最高,而普通中学教师的主观幸福感最低。(二)公办中学教师的主观幸福感总体上高于民办中学教师;(三)影响公办中学教师和民办中学教师主观幸福感的因素有:1、影响公办中学教师主观幸福感的因素有:(1)不同年龄教师对健康的担心程度不同,41-50岁的教师在松弛与紧张(焦虑)维度上的主观幸福感高于40岁以下的教师。而在其他维度上不存在统计学差异。(2)在精力、忧郁或愉快的心境维度上,高中教师的主观幸福感明显高于初中教师,在其他维度上无统计学差异。(3)不同教龄教师的主观幸福感在忧郁或愉快的心境、松弛与紧张(焦虑)维度上有显著差异,且在忧郁或愉快的心境维度上,11-20年教龄的教师主观幸福感显著低于20年以上教龄的教师。在其他维度上无统计学差异。(4)中教高级职称的公办中学教师的主观幸福感最高。(5)月收入在中间水平的教师主观幸福感相对来说最高,收入福利是影响中学教师主观幸福感最主要的原因之一。(6)在对健康的担心维度上,已婚教师主观幸福感显著高于未婚教师。在其他维度上无统计学差异。(7)超过半数的公办中学教师认为健康状况、升学压力、工作环境和生活环境影响其幸福感,其中健康状况影响最大。(8)个案访谈结果表明,家庭平安和睦、高工作成就感将增加教师主观幸福感,而低社会认可度将降低教师的主观幸福感。2、影响民办中学教师主观幸福感的因素有:(1)男教师在对健康的担心、松弛与紧张(焦虑)维度上的主观幸福感均高于女教师。(2)不同年龄的教师在主观幸福感各维度上均有优势。(3)初中阶段教师在对健康的担心维度上的主观幸福感高于高中阶段教师,而在忧郁或愉快的心境、对情感和行为的控制维度上却相反。(4)教龄的影响仅表现在对健康的担心、对生活的满足和兴趣、忧郁或愉快的心境、松弛与紧张(焦虑)维度上,且5-10年教龄的教师在对生活的满足和兴趣维度上的幸福感比11年及以上教龄的教师高;20年以上教龄教师幸福感在松弛与紧张(焦虑)维度上为最高。(5)总体来看,中教高级职称的教师主观幸福感最高。(6)收入水平在对健康的担心和忧郁或愉快的心境维度上对教师主观幸福感有显著影响,且月收入在中间水平的教师主观幸福感最高,收入福利是影响教师主观幸福感的主要因素之一。(7)未婚教师在生活满足和兴趣维度上的主观幸福感明显高于已婚教师。(8)超过半数的民办中学教师认为升学压力、工作环境、健康状况影响其幸福感,其中升学压力影响最大。(9)家人平安和睦和学生家长的认可将增强教师主观幸福感,而工作的不稳定将降低教师的主观幸福感。更多还原

【Abstract】 In psychology,the research on teachers’ subjective well-being is relatively lack of the study of middle school teachers’ group,even more lack of a comparative study of teachers’ subjective well-being of different levels.With the rapid development of private schools,does teachers’ subjective well-being in public schools and private schools has difference? What difference,what are the factors that affect the teachers’ subjective well-being,are the essential problems to solve in education at present.To clarify these problems has the role of guiding teachers’ burnout,loss of teachers in private schools.Therefore,this analysis is aimed to understand the current situation and differences of teachers’ subjective well-being in public schools and Private secondary schools in Kunming,and find out the factors of influencing teachers’ subjective well-being,to explore the countermeasures to enhance teachers’ subjective well-being.This research mainly divided into two parts:Research1:questionnaire investigation,Methods by using General Well-being Schedule(GWB)randomly selected from 308 middle school teachers(191 public schools,117 Private secondary schools)to investigate,comparative analysis of the current situation and differences teachers’ subjective wellbeing in public schools and Private secondary schools to discuss the factors of influencing teachers’ subjective well-being.Research2: case interview,using an outline of semi-structured interview due to six random selected teachers of the different characteristics to deepen the influence factors of teachers’ subjective well-being.The research results of the study of the two parts are as follows:1.Teachers’ subjective well-being of middle school teachers is in the medium level,and the female teachers’ subjective well-being is higher than the national average,the highest level of secondary school teachers’ subjective well-being,while ordinary secondary school teachers’ subjective well-being.2.Teachers’ subjective well-being in public school teachers is higher than civilianrun secondary school teachers’.3.The factors influencing teachers in public schools and Private secondary schools:(1).Factors that affect subjective well-being in the public school teachers are:1)Different age teachers fear the different health levels.At the age of 41 to 50,teachers in relaxation and tension(anxiety)dimensions of subjective well-being is higher than teachers under the age of 40.However,there is no statistical differences in other dimensions.2)In energy,sad or happy mood dimensions,high school teachers’ subjective wellbeing is significantly higher than junior high school teachers,and no statistical difference in other dimensions.3)Different teaching age teachers’ subjective well-being in sad or happy state of mind,relaxation and tension(anxiety)dimensions has significant differences,and in sad or happy mood dimensions,11-20 years’ experience of teachers’ subjective wellbeing is significantly less than over twenty years of teaching experience of teachers,and no statistical differences in other dimensions.4)The teachers in the public senior schools have the highest subjective wellbeing.5)Monthly income in the middle level of teachers’ subjective well-being is relatively the highest,the income and welfare is one of the most important causes of teachers’ subjective well-being in middle school.6)On worries of the dimension of health,married teachers’ subjective well-being is significantly higher than unmarried teachers,and no statistical differences in other dimensions.7)More than half of the public school teachers think health,entrance pressure,work environment affect their happiness life environment.The biggest influence is health.8)Result of the case interview shows that the family peace and harmony,high job satisfaction will increase the teachers’ subjective well-being,and low social recognition will reduce the subjective well-being of teachers.(2)Factors that affect subjective well-being in Private secondary schools are:1)Male teachers in fear of health,relaxation and tension(anxiety)dimensions of subjective well-being are higher than female teachers’.2)Teachers of different ages on the subjective well-being of each dimension all have the advantage.3)Middle school teacher in the fear of health dimensions of subjective well-being is higher than high school teachers,and in the depression or happy state of mind,the opposite is true for control of the emotional and behavioral dimensions.4)Of teaching only effects the health worries,interest in life satisfaction and sad or happy state of mind,relaxation and tension(anxiety)dimensions,and five to ten years’ experience of teachers on the dimensions of life satisfaction and interests of happiness is higher than 11 years and above of teaching teachers;More than 20 years of teaching teachers’ happiness in relaxation and tension is the highest(anxiety)dimensions.5)Overall,the teachers in the public senior schools have the highest subjective well-being.6)Income levels in the health worries and depression or happy mood dimensions have significant influence on teachers’ subjective well-being,and income levels in the middle of the teachers’ subjective well-being,the highest income and welfare is one of the main factors that influence teachers’ subjective well-being.7)Unmarried teachers meet in life and subjective well-being of interest dimensions are obviously higher than that of married teachers.8)More than half of the private secondary school teachers think that entrance pressure,work environment,health affect their well-being,including entrance pressure with the greatest impact.9)Family peace and harmony and the student guardian approval will enhance teachers’ subjective well-being,and instability of the work will reduce teachers’ subjective well-being.更多还原