The Investigation Of The Subjective Well-being Of Primary School Teacher In Jiuquan Town

Subjective Well-being of Teacher of the Primary School s at work is an important part of their work-life, and it is also an important guideline that used to evaluate their quality of work-life. Paying attention to this theme, it is not only helpful to upgrade their quality of work-life, but also improve the quality of preschool education. The research adopted the view of history-economic, used synthetically questionnaire, interview, philology and so on. It studied primarily: status quo of Subjective Well-being of Kindergarten teachers at work; facts of influences of it; its characteristics; relations between it and others, and so on, and based on this, gave some advices to improve their Subjective Well-being at work. The major results of this study were as follows: as a whole, the status quo of Subjective Well-being of Kindergarten teachers at work is not good; Subjective Well-being of Kindergarten teachers at work is correlation observably to feeling of achievement at work, to social statue of considering themselves, to status quo of feeling at work, to personal developmental opportunities afforded by organization, to personal developmental opportunities gaining themselves and so on; kindergarten teachers who worked at different kindergarten, different relationships between men and men, their Subjective Well-being at work is very different; the major reasons that they gaining Subjective Well-being at work as follows: praised and sustained by principals, successes at work, children who are pure in heart, praised and sustained by children's parents and so on; the mayor reasons that they losing Subjective Well-being at work as follows: mechanism and miscellaneous of work ,misunderstandings of children's parents, without safety and stability at work and so on; Subjective Well-being of Kindergarten teachers at work changes according to some rules; all these facts contribute to gaining Subjective Well-being at work: positive relationships between teacher and children, aesthetic attitude to work, humanistic management, opportunities of special development and so on.