A Research On The Relationship Between Middle School English Teachers’Subjective Well-being And Social Support

The pursuit of happiness is one of the eternal themes of human. In the field ofpsychology, with the rise and development of positive psychology, subjective well-beinggradually becomes a focal subject. A new round of curriculum reform has put forward higherrequest to English teachers, facing a serious situation, English teachers must renew theirteaching idea and improve professional quality. However, the current English teaching reformneglected the attention to middle school English teachers’ subjective well-being. Teachers’happiness not only contacts with teachers’ teaching effect, but also affects students’ happinessand the stability of the teachers’ group. English is an important subject in middle school, andalso a special subject. Therefore, the research of middle school English teachers’ subjectivewell-being is extremely necessary. Many studies, both at home and abroad, have found thatsocial support is one of the important factors to subjective well-being. This study takesEnglish teachers in Ganzhou city as research subjects, adopting Literature Analysis Method,Questionnaire Survey method and Interview method, etc. to discuss the present situation ofmiddle school English teachers’ subjective well-being and social support, the influencialfactors, and the relationship between them. Based on the research, the paper puts forwardsome suggestions and measures to improve their subjective well-being. The whole paper isdivided into five parts:Part I: Prsentation of research background, research significance, research purpose, themain research content and methods.Part II: The definition of3core concepts: Subjective Well-being, Social Support andMiddle school English teacher. The analysis of present situation of teachers’ subjectivewell-being and social support both at home and abroad.Part III: Put forward the research questions and hypotheses. Establish Ganzhou middleschool English teachers as research subjects, use Multiple Happiness Questionnaire, SocialSupport Rating Scale and interview method to survey middle school English teachers’subjective well-being and social support. SPSS16.0is adopted to do statistical analysis afterdata collection.Part IV: This part discusses the basic situation of middle school English teachers’ subjective well-being and social support and the differences of their SWB on demographicvariables such as gender, age, etc. Through correlation analysis and regression analysis, thispaper explores the relationship between teachers’ subjective well-being and social support. Onthe basis of questionnaire survey, the overall situation of teachers’ subjective well-being andsocial support and their relations are discussed. Through the interview study of seven middleschool English teachers, this paper further analyzes teachers’ social support and otheraffecting factors of subjective well-being, providing theoretical basis for improving techers’subjective well-being.Part V: Draw the conclusion of this research, and explore establishing middle schoolEnglish teachers’ social support system to improve their subjective well-being from fouraspects: society, school, family and individual. At last, the paper analyzes the shortcomings ofthe research and future prospects.