A Study On Teachers' Professional Happiness Based On Professional Development

Generally speaking, the main factors affecting teachers’ sense of professionalhappiness is divided into the three levels of interlinked: teacher factor, school factorand social factor. Related research has revealed that because of teachers’ groups orindividuals facing these factors vary, their knowledge of the professional well-beingor feelings are different,which cause them to have positive or negative behavior.Somelove their work, have positive attitude and full of love to students. Some are slacking,careless to the students or even choose to move another job and so on. There is nodoubt that the latter will lead to strained relations between teachers and students, pooreducational effects and parents are unhappy with school education. Which will hinderstudents’ all-round development. Therefore it is a priority to enhance teachers’professional happiness.In recent years, the issue of teachers’ professional happiness is hot both in theoryand in practice areas. Overall, we have achieved gratifying results about theconnotation, characteristics, affecting factors and promotion strategies of teachers’professional happiness, which also played a very great role in teachers’ professionaldevelopment. However, according to the existing research, it is not hard to find outthat there are more exploration on theoretical level while less on empirical research;more attention on “should-be” pattern while less on “reality” research; more generaldiscussion while less targeted study. The lack of systematic and specific empiricalresearch, especially on the status of rural teachers’ professional happiness and itsrelationship with teachers’ professional development has led to the teachers losing inblindness or obedience in practice, so it is unable to obtain good results.This study explored teachers’ living and working environment, problemsencountered in the process of teacher education and their own experience throughquestionnaires and interviews forms, find out the reasons behind the problem andanalyses reasons, presented related strategies about how to enhance teachers’ ability ofprofessional happiness. This research is divided into four parts:The first part is the introduction, pointing out the background of problems,carding domestic and foreign research review, putting forward research purpose,significance and methods.The second part is the summary analysis of the results of the survey, summarizesthe relationship with the teachers’ professional happiness from six aspects: the overallsituation, teachers’ working and living conditions, natural factors, professional work,the condition of income.The third part is the analysis of the main problems and reasons, written fromthree aspects: the teachers themselves, schools and society.The fourth part is some strategies to improve teachers’ professional happiness.First of all, build the core essential factor of teacher’s professional development, andthen improve teachers’ professional happiness from four aspects: teachers’ perceptionof happiness, the ability of creating happiness, sharing happiness and deliveringhappiness. Finally, to enhance teachers’ professional happiness, it is impossiblewithout the concern of social and the support of government.