The Relation Of Middle School Teachers’ Social Support And Living Quality

The hope of a nation lies in education; the hope of education lies in teachers. Therefore,without a good living quality of teachers, solving other issues will be out of the question.Respecting teachers, focusing on the health and living quality of teachers should be the main focusof this age. From the research of living quality before, we found social support could be regardedas the main influence. This research attempts to discover the living quality of middle schoolteachers, to explore the relationship between social support and living quality of middle schoolteachers and how social support affects the living quality of middle school teachers. Significanceof this research lies in two aspects, on the one hand, it will enrich the theory of living quality, andon the other hand, it will provide affordances in improving the living quality of middle schoolteachers.This research will adapt the methodology of questionnaire, taking456middle school teachersfrom Zhengzhou and Kaifeng as its research objectives, analyzing PSSS and WHOQOL-BREF,examining the living quality of middle school teachers, exploring the relationship between socialsupport and living quality of middle school teachers.The main conclusions are as follows:1. Middle school teachers in the family support and outside family support exists difference,the family support is higher than outside family support on the demographic variables.2. For middle school teachers, social supports are remarkably different in their genders,locations of their working place, grades they are teaching and their ages. To be more specific, thesocial support of female middle school teachers is higher than that of male teachers; the social support of these who works in countryside and less than30years old is higher than those in citiesand more than30years old; the social support of junior middle school teachers is higher than thatof in senior middle school. Middle school teachers of social support in the teaching subject,marital status and education backgrounds exists difference, but the difference is non-significant;Liberal arts middle school teachers is higher than science middle school teachers, unmarriedteachers is higher than married teachers, undergraduate degree teachers is higher than collegegraduate teachers.3. There is a significant difference among the middle school teachers’ quality of life in thelocal, gender, taught grade and age; Rural middle school teachers is higher than urban middleschool teachers, middle school teachers is higher than high school teachers, high school teachersunder the age of30is higher than more than30age middle school teachers.4．Middle school teachers’ quality of life in the marital status, taught subjects and educationdegree exists difference， but the difference is non-significant; unmarried teachers is higher thanmarried teachers, liberal arts middle school teachers is higher than science middle school teachers,undergraduate degree teachers is higher than college graduate teachers.5. In the quality of life of each dimension, female middle school teachers is higher than that ofmale teachers; the quality of these who works in countryside and less than30years old is higherthan those in cities and more than30years old; undergraduate degree teachers is higher thancollege graduate teachers. In social relations and the spiritual realm, married teachers is higherthan unmarried teachers, but In other latitudes, married teachers is lower than unmarried teachers;In the field of environmental field, independent and the spirit field, The liberal arts teachers lowerthan science teachers, In other latitudes, The liberal arts teachers higher than science teachers. 6. The living quality and social support of middle school teachers are significant and positivecorrelation, and social support can remarkably predict living quality.