The Structure Of Educational Well-being Of Primary And Middle School Teachers And Its Measurement

The teacher was a guide in education. He was important for the students who were seeking for their happy lives. So we should focus on the educational well-being of teachers. This research constructed the educational well-being, based on the studies of well-being and the teacher's mind in psychology and the exploration of teachers' happiness in educational science. This study developed the Educational Well-being Scale and explored the relationships of educational well-being and relative variables.499 (178+321) primary and middle school teachers in Hubei province were recruited. This study took the following five steps. Firstly, on the basis of literature analysis we defined the meaning of educational well-being, and confirmed the structure of educational well-being primarily. Secondly, according to the meaning and structure of educational well-being, we worked out the items of preliminary questionnaire. Thirdly, through item analysis and exploratory factor analysis of the preliminary questionnaire data, we modified the items and structure of the questionnaire, formed the formal questionnaire. Fourthly, we analyzed the reliability and validity of the formal scale. Finally, we explored the effects of demographic variables on the educational well-being, and the relationship of teacher's job-burnout and educational well-being.The study revealed that: (1) the structure of educational well-being of teacher contained seven dimensions, namely, teacher identity, interpersonal relationship, teaching master, personal growth, teaching autonomy, value of education and positive affection. (2) The Educational Well-being Scale with 28 items was proved to be reliable and valid by item analysis, reliability and validity analysis. (3) On the whole, the primary and middle school teachers had high level educational well-being. (4) The demographic variables accounted for only about 10% of the variance in educational well-being. In the demographic variables, teachers' length of service and being junior middle school teachers affected educational well-being more. The educational well-being of teachers increased with the time the teacher worked. And the teachers in junior high school would feel less happy than other teachers. (5) There was negative correlation between the educational well-being and the job-burnout of teacher in general. With controlling the effect of demographic variables, it is indicated that passion burnout was negatively relative with teacher identity and positive affection; energy burnout was negatively relative with positive affection but positively relative with interpersonal relationship and teaching master; professional self-effectiveness was negatively relative with teacher identity, teaching master, teaching autonomy, worthiness of education and positive affection.