Teachers' Professional Happiness Research

Well-being is the theme and basic concern of human life, and it is all human's needs and pursuit. Without the pursuit for well-being, there would be no human's yesterday and today, let alone human's tomorrow. Nowadays, with overall building a harmonious society and deepening quality education, teachers'and students'well-being is a growing concern of the people and enters the world of education. From the perspective of the teacher's self survival and development, the teacher's career life should be well-being. Viewed from the professional characteristic, the teacher professional well-being is closely related with the student well-being, the development of education and social harmony and advancement.The teachers'professional well-being is a spiritually pleasant state in which they realize their professional ideal, experience the value of life and gain self development in their jobs. It is a kind of spiritual well-being, a combination of psychological experience and professional ethics, a combination of objective efforts and subjective conditions, a combination of enjoyment and development. It is an open and dynamic system. The teacher professional well-being is characterized by education, wholeness, spirit, boundlessness, giving, labor and so on. It can be divided into the following categories: self-beneficial well-being and others-beneficial well-being, process well-being and result well-being, creativity well-being and consumption well-being and so on. In order to better understand the current situation of the teacher professional well-being, and explore the reasons for well-being and unwell-being to provide real basis for the teacher professional well-being, we conduct an empirical study on the current situation of the teacher well-being in C city through two instruments: questionnaire and interview. The results of the study are as follows:①54% of the subjects hold the view that they can always or often experience professional well-being in their career life while 46% of the subjects think they do not or rarely experience well-being.②There is no significant correlation between the teacher professional well-being and the factors such as sex, educational background, and region, but there is relatively significant correlation between the teacher professional well-being and the following factors: teacher's age, teaching age, academic position, administrative position, and income. Those who are older, have longer teaching years, higher academic positions and hold administrative positions have more sense of well-being than those who are in the opposite situation.③Students'admiration and respect, colleagues'acknowledge, leaders'appreciation, development of expertise, stable jobs are the major sources of the teachers'professional well-being. The major sources of the teacher unwell-being are as follows: interpersonal inharmony, unfitness to be teachers, disliking being teachers, lack of security and stability, poor health condition, students'performance ranks and pressures from students'admission to a higher school, having no sense of accomplishments, dissatisfaction about management and regulations, limited scope for self development, low social status, students being hard to teach and control, complicated and mechanical work, great pressure from work, low income, parents'misunderstanding, too much inspection from the authorities, and social misunderstanding and prejudice.On the basis of the empirical study and the results in the philosophy and psychology fields, combined with professional characteristics, we claim that having professional ideal, establishing correct professional values, promoting professional qualities, having professional competence and achievements are the ways of realizing the teacher's professional well-being.①The results of the study shows that 69.9% of the teachers will leave their job or basically they will choose to leave their job. Instigating the teacher's professional ideal, making them willing to be teachers and love their job is the priority in order for the teachers to promote the realization of well-being.②The achievement of the teacher professional well-being always derives from the teachers'standard of values. The teachers'professional values play a critical role in what kind of teacher they want to be, what kind of life they desire to live and what kind method they want to adopt in conducting their professional activities.③The teacher's professional morality goes through the whole process of their career life. It is connected with the creation and enjoyment of the professional well-being. It is a stable factor that leads to the teacher professional well-being.④The teacher professional well-being does not form naturally. Whether it comes from the students'growth or the happiness of self accomplishment, it requires the teacher to constantly promote their professional competence and accomplishment.⑤The teacher professional well-being is achieved by the teachers'action in the teaching activities. Whether a teacher's professional career is successful and happy or not depends on in some way how great the professional accomplishments are.The realization of the teacher professional well-being depends on not only the teacher's own qualities and efforts, but also certain external factors as premise and basis. There are many external factors affecting the teacher professional well-being. We mainly explore the material guarantee, social foundation, cultural guidance, educational support and health condition.①A certain material guarantee is indispensable for the teacher well-being. If the material fortune is not sufficient, whether the current material resources are distributed fairly is the crucial factor affecting the teacher professional well-being.②The teacher professional well-being does not exist without having connections with others and society. Creating favorable social environment to achieve the teachers'professional well-being, raising the teacher's social status, making teaching an admiring career are the duty of the government and then society.③The teacher conducts professional activities in cultural environments, which can directly affect professional well-being. Harmonious and enterprising cultural environment can provide conditions and stimulation for teacher professional activities, creating an atmosphere in which everyone wants to have achievements. It can also promote the realization of the teacher professional well-being.④The teacher professional qualities can affect the teacher professional well-being. However, the enhancement of the teacher professional qualities requires the government to provide support in system. Theoretical educationalists need to provide theoretical support. Schools need to provide appropriate support in conduction.⑤The current health condition of the teacher is worrying. 75% of the teachers are at work even if sick, which greatly affect the quality of their life and their professional well-being. We need to make great efforts to improve the teacher's health condition.