Middle School Teachers’ Subjective Well-being And Chievement Motivation, Self Efficacy Of Study

In order to understand the Qinghai region of secondary school teachers in generalself-efficacy, achievement motivation, the relationship between subjective well-beingstatus and three, the secondary school teachers in Qinghai and Qinghai region as research,a total of217questionnaires were issued to recover217to remove invalid questionnairesand obtained190valid questionnaires, using SPSS17.0statistical analysis, the final resultsare as follows:1Qinghai area secondary school teachers in general self-efficacy has shown thefollowing features:(1) Qinghai secondary school teachers in general self-efficacy in terms of genderdifference was not significant.（2）Qinghai area secondary school teachers in general self-efficacy on the type ofschool significant differences in county-level secondary school teachers in generalself-efficacy higher than the municipal secondary school teachers.(3) Secondary school teachers in Qinghai general self-efficacy in duties significantdifferences served as the administrative duties of the Teacher self-efficacy of the highest,who is also the two jobs (both teacher also served in other administrative duties), teachersand general classroom teachersself-efficacy Second, teacher self-efficacy is the lowest.(4) General self-efficacy of the Qinghai region of secondary school teachers inseniority on significant differences, with the change of length of service is generallyself-efficacy showing decreasing the increasing trend in the11-15years of service ofteachers in general self-efficacy for up to16to20years downto the lowest point, after21years tend to increase. (5) Qinghai regionsecondary school teachers in general self-efficacy in the coresubjects and Vice-class significant difference, is Yin Timei information courses teachers ingeneral self-efficacy score was significantly higher than the teachers of the arts andsciences, liberal arts and science teachersstatistically significant difference.2Qinghai secondary school teachers in achievement motivation presented featuresare as follows:(1) Qinghai secondary school teachers in achievement motivation genderdifferences were not significant.(2) Qinghai area secondary school teachers avoid failure of motivation in the title,there were significant differences in the two titles of groups of teachers to avoid failuremotivation is low; The difference did not reach statistically significant in the motivation tosucceed.(3) Achievement motivation of the Qinghai region of secondary school teachers inthe age difference did not reach statistical significant. Higher level of achievementmotivation of20-30year old secondary school teacher,31-41-year-old secondary schoolteacher achievement motivation is the strongest, while the41-55year-old secondaryschool teacher achievement motivation tends to decline.(4) The achievement motivation of the Qinghai region of secondary schoolteachers in a significant interaction between school type and age, a significant interactionbetween gender, age and whether as a teacher.3The subjective sense of happiness of the Qinghai area secondary school teacherspresented the following features:(1) Teach subjects, subjective well-being of Middle School Teachers in Qinghaidifference did not reach statistically significant.(2) The type of school, secondary school teachers in Qinghai subjective happinesswas no significant difference.(3) Subjective well-being of the Qinghai area secondary school teachers in the20-25years to achieve the highest tended to decline with age, changes in the level ofhappiness, down to the lowest point of the41-45age segment,46-year-old subjective well-beingtend to rise, but between the age difference did not reach statisticallysignificant.4The subjective sense of happiness and achievement motivation of secondaryschool teachers of the Qinghai region, the general relationship between self-efficacyshowed the following characteristics:(1) Subjective sense of happiness and achievement motivation, generalself-efficacy were significantly correlated.(2) The pursuit of success motivation and subjective well-being a good predictor ofgeneral self-efficacy.