Study Of Nine-year Compulsory Education Teachers’ Job Satisfaction And Subjective Well-being

The teacher’s job satisfaction refers to the feelings and views of teachers with their occupation aswell as working conditions and status of the overall emotional color. Subjective well-being is the basis ofthe combination in objective life conditions and their own needs and values of the individual on his ownreal life psychological experience. This study explores the characteristics of the nine-year compulsoryeducation teachers’ job satisfaction and subjective well-being and their relationship, to provide theoreticaland practical basis for promoting the nine-year compulsory education teachers’ job satisfaction andsubjective well-being level, to enhance the happiness of teachers sense, stimulate the enthusiasm ofteachers working, to bring more success and happiness to the students.In this study, the use of a literature review and questionnaire survey method, on the basis ofaccess to a number of documents, the teachers’ job satisfaction questionnaire, general subjective well-beingquestionnaires the Xinzheng multiple primary and secondary schools in the region to investigate. A total of550questionnaires were distributed, and the school collective measurement, using a unified instruction,questionnaires on the spot and the spot recovery, excluding invalid questionnaires,511valid questionnaires,the effective rate of93%, data using SPSS17.0for data processing and statistical analysis, draw thefollowing conclusion:1, Characteristics of the nine-year compulsory education teachers’ job satisfactionThe nine-year compulsory education teacher’s job satisfaction is higher. There are significantgender differences in job satisfaction scores, self-realization, wage income, colleague relationship, and inthese dimensions, women scored higher than men. In wage income level, married teachers’ satisfaction was significantly lower than the unmarried teachers, while on the relationship between colleagues it is just theopposite. In job satisfaction scores and self-realization dimension,50-60year-old nine-year compulsoryeducation teacher satisfaction is the highest, followed by teachers under30years old who score highest onwage income satisfaction, but lowest on the colleague relationship satisfaction. The lower the education ofnine-year compulsory education teacher is, the higher they score on job satisfaction. Nine-year compulsoryeducation teachers of different qualifications have significant differences in job satisfaction scores,self-realization, wage income dimension, self-realization and wage income dimension. In the dimension ofself-realization, college scored significantly higher than undergraduate. In the total score of job satisfaction,self-realization, wage income dimension, the township rural primary schools scored significantly higherthan junior high school, primary school and township in rural junior high school; in the work intensity, thejunior high school scored significantly higher than the township in rural junior middle school. Differentseniority of nine-year compulsory education teachers have significant differences in the dimensions of jobsatisfaction scores, self-realization, wage income and colleague relationship. In the dimensions of jobsatisfaction scores and self-fulfillment, teachers having more than30years of teaching experience got thehighest in teachers’ satisfaction, followed by teachers whose seniority is less than five years. In wageincome dimension, seniority under five years got the highest satisfaction, and in the colleague relationship,the more the seniority is, the higher the satisfaction will be.2, Characteristics of the nine-year compulsory education teachers’ subjective well-beingThe subjective well-being of nine-year compulsory education teacher is a little lower. Differentages of nine-year compulsory education teachers have significant differences in dimensions of relaxationand tension, the50-60years old teachers’ well-being is the highest, followed by the30-year-old teachers,while40-49years old teachers are the lowest. On the whole nine years of compulsory education teachers’ subjective well-being generally presents a “strong-weak-stronger” trend. Different degrees of nine-yearcompulsory education teachers have significant differences in relaxation and tension dimension, in the totalscore and each dimension of subjective well-being, the lower the education level is, the higher thehappiness will be. On the dimensions of the subjective satisfaction scores, life satisfaction and interest,energy, depressed or happy state of mind, relaxation and tension, happiness of teachers from the junior highschool and township rural primary school is higher than affiliated primary school and township rural juniormiddle school. In the dimension of health concerns, well-being of teachers from the junior high school,primary school is higher than township, township rural primary school in rural junior middle school. Nineyears of compulsory education teachers’ subjective well-being in relaxation and tension dimension is Utype distribution, with teachers who has teaching experience of less than5years or more than30years feelthe strongest.3, Relationship between the nine-year compulsory education teachers’ job satisfaction andsubjective well-beingSuch factors as subjective well-being scores, life satisfaction and interest, energy, depression, or apleasant state of mind, control over the emotion and behavior, relaxation and tension, have significantpositive correlation with job satisfaction score and its dimension; there is also a significant positivecorrelation between health concerns and the intensity of work.