Study On The Law Of Secodary School Teacher Professional Well-being Forming And Developing

The dissertation deployed surrounding three core issues in turn, the first, todefine the secondary school teachers’ professional well-being, the second, tostudy the law of feeling of secondary school teachers’ professional well-beingforming and developing, the third, to construct the strategy of secondary schoolteachers’ professional well-being.The definition of feeling of the secondary school teachers’ professionalwell-being was with a view to well-being and felling of well-being, we definewell-being from higher level by exploring china and English etymology of thewell-being and combing different definition of well-being of dictionary andexpert and scholar, well-being is delighted state which predominant needs aremeted in social practice at the base of comfortable body, feeling of well-being isdelighted psychological experience when predominant needs are meted. Thenfeeling of the secondary school teachers’ professional well-being is defined aspositive evaluation and delighted psychological experience when predominantneeds are meted in the process of their implementing duty.At the second part,11teachers’ interview of city，town and country isdone by studying purpose, the conclusions are:1. the teacher have differentcomprehension to well-being.2. developing and changing mode of feeling of thesecondary school teachers’ professional well-being is greatly influenced byprofessional ideal.3. The teachers feel well-being and not well-being because ofmeted predominant needs or not meted predominant needs.4. There are a certainlaws of f feeling of secondary school teachers’ professional well-being formingand developing.5. There are different developing and changing mode of feelingof the secondary school teachers’ professional well-being. One mode is nochanging mode, teachers are always well-being when professional ideal is realized, vice versa, teachers feel not well-being, another mode is mainlydeveloping and changing mode: well-being—no well-being—well-being or nowell-being—well-being—no well-being. Based on interview and combing of theliterature, we construct component of predominant needs of feeling of thesecondary school teachers’ professional well-being, it concludes what needs andmeeting level of predominant needs. Questionnaire investigation of feeling ofthe secondary school teachers’ professional well-being is drown up at the baseof component of predominant needs of feeling of the secondary school teachers’professional well-being and real state of feeling of the secondary schoolteachers’ professional well-being is studied, the conclusions are:1. totalsituation of feeling of teachers’ professional well-being is not very optimistic.2. predominant needs which teachers feel well-being mainly are as follows::student’ development, stable jobs and revenue, good body, development ofexpertise, leaders’ appreciation, being teachers’ timber, family supporting andliking being teachers. predominant needs which teachers do not feel well-beingmainly are as follows: not matching between revenue and job, disliking beingteachers, tired body, great pressures from job, students being hard to teach andcontrol, higher requests from society, interpersonal inharmony, complicatedand mechanical work.3. There are a certain laws of f feeling of secondaryschool teachers’ professional well-being forming and developing. At the base ofinterview and questionnaire investigation, we study the law of feeling ofsecondary school teachers’ professional well-being forming and developing:1.feeling of secondary school teachers’ professional well-being forming anddeveloping is process of realizing of professional ideal.2. feeling of secondaryschool teachers’ professional well-being forming and developing is confined tomany predominant need.3. feeling of secondary school teachers’ professional well-being forming and developing is circulating and repeated process of modeof feeling of secondary school teachers’ professional well-being. feeling ofsecondary school teachers’ professional well-being forming and developing isresult which teachers’ expected value is adjusted.At the third part, according to the component of predominant needs and lawsof feeling of secondary school teachers’ professional well-being forming anddeveloping, we proposed the tactics of constructing of feeling of secondaryschool teachers’ professional well-being from understanding teachers’predominant needs, satisfying teachers’ predominant needs and designingreasonable expected value.