The Investigation Of The Subjective Well-being Of Shanghai And Taizhou Elementary School Teachers In Shanghai And Taizhou Area

The hope of Education is based on teachers, the problem of education is teachers how to face their work-lives. Subjective Well-being of Primary teachers 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. Pay attention to this theme, it is not only helpful to upgrade their quality of work-life, but also improve the quality of primary education. The research used synthetically the method of philology, questionnaire, interview and so on. It studied primarily on the situation of Subjective Well-being of primary teachers at work in Shanghai and Taizhou district; facts of influences of it. And based on this , the article 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 primary school teacher at work in Shanghai and Taizhou District is not good; Subjective Well-being of primary school teacher at work is correlation observably to the District, age, gender, the grade of the teacher who are teaching, work age, professional qualification and so on.The major reasons that they gaining Subjective Well-being at work were as follows: teachers have positive motivation of career; the passion of education occupation; success at work; children who are pure in heart; the humanization of management; the professional development of themselves and so on. The major reasons that they losing Subjective Well-being at work were as follows: the low social rank; mechanism and miscellaneous of work; misunderstanding of children's parents; too much occupational stress; without safety and stability at work and so on.Subjective Well-being of primary school teachers at work changes according to some rules, all these facts contribute to gaining Subjective Well-being at work: the anticipation of the role of the teacher should be hold by the society. A supporting net should be established. The appropriate rights should be protected. The rewards of teachers should be improved. Autonomic development of teachers should be returned. A development teacher assessment system should be promoted. The leaders are supposed to establish a stage where the teachers can show themselves. A learning organization should be established. To the teachers, they should encounter their counterpart in spirit; experience Subjective Well-being in creative instruction and professional development; transcend themselves in research work; teachers should have leisure time.