Status Study On The Occupational Well-being Of College Instructor

This research takes the occupational well-being of college instructor asstudy object, explores its current situation and puts forward countermeasures.Occupational well-being refers to the comprehensive evaluation towards satisfaction,happiness and sense of value in one’s occupational life. We think, occupationalwell-being is an important premise for one to make a good job and the internalimpetus to develop his career. The occupational well-being theory provides avaluable reference and practical perspective to the study on college instructor.This study adopted empirical analysis method, and compiled the "CollegeInstructor Occupational Well-being Questionnare". After an investigation within236college instructors from8universities in Hangzhou, Zhejiang province, we mainlygot the following conclusion:(1) The occupational well-being of college instructor consists of threepsychological dimensions: affective well-being, professional well-being and socialwell-being. Among them, affective well-being contains emotional experience, jobsatisfaction and professional identity; professional well-being contains aspiration,competence and autonomy; social well-being contains positive experience in therelationship with leaders, with colleagues and with students.(2)The occupational well-being of college instructor is generally in the highermiddle level, but college instructor’s evaluation of "job satisfaction" and "autonomy"is in the lower middle level.(3)There’s no significant difference in each psychological dimension betweenman college instructor and woman college instructor.(4)There are significant differences in "emotional experience","job satisfaction","aspiration" and "autonomy" of the occupational well-being between collegeinstructors of different age levels.(5)There are significant differences in "emotional experience","job satisfaction"and "aspiration" of the occupational well-being between married college instructorand unmarried college instructor. (6)There are significant differences in "emotional experience","job satisfaction",and "competence" of the occupational well-being between college instructors ofdifferent working years.(7)There’s significant difference in "professional identity" of the occupationalwell-being between college instructors of different degrees.(8)There are significant differences in "job satisfaction","autonomy" and"positive experience in the relationship with students" of the occupational well-beingbetween full-time instructor and part-time instructor.(9)There are significant differences in "emotional experience","job satisfaction","professional identity","autonomy" and "positive experience in the relationshipwith leaders" of the occupational well-being between college instructors fromdifferent types of schools.(10)There’s significant difference in "job satisfaction" of the occupationalwell-being between college instructors of different titles.(11) There are significant differences in "competence","autonomy" and"positive experience in the relationship with leaders" of the occupational well-beingbetween college instructors of different income levels.Based on this, our study focused on the two psychological dimensions "jobsatisfaction" and "autonomy", fully considered the group differences of occupationalwell-being, and finally proposed targeted countermeasures and suggestions from theaspects of individuals, schools and society, to enhance the occupational well-being ofcollege instructor comprehensively.