Study On The Relationships Between Senior High School Teachers’ Job Stress, Job Burnout And Subjective Well-being

As a special group of teachers, the ordinary high school teachers burden the huge pressure of national college entrance examination. There exists a different degree of job burnout phenomenon, which impacts on subjective well-being. In view of this, taking the ordinary high school teachers as the research sample, this thesis analyzes their Subjective well-being and work pressure from the angle of empirical study. To promote the ordinary high school teachers’subjective well-being and happiness, this thesis investigates the factors which influence their subjective well-being and ways to improve their well-being.This thesis investigates by self-administered questionnaire of high school teachers’pressure, questionnaire of job burnout and questionnaire of subjective well-being. Statistical analysis is performed by the software SPSS16.0, SAS9.0and Matlab language. Using exploratory, confirmatory factor analysis and double factor variance analysis of ordinary high school teachers’work pressure, job burnout and subjective well-being of the gender, seniority, discipline difference. Finally, research the relationships between three variables. Draw out the path graphs between work pressure, job burnout and subjective well-being by building multiple linear regressions.This research is composed of two parts.The first part is the designing of work pressure scale of ordinary high school teachers.Through the questionnaires and interviews, to acquire the current situation of high school teachers’work pressure, job burnout and subjective well-being with Primary and secondary school teachers’ job burnout scale and subjective well-being scale which are about to lay the foundation of the coming analysis.The second is using the software SPSS16, SAS9.0, Matlab language for statistical analysis. Research the relationships between high school teachers’ job stress, job burnout and subjective well-being. Analyze high school teachers’ work pressure, job burnout and subjective well-being of different genders, seniorities, disciplines and whether a teacher in charge of the class or not. The following results have been achieved:1)High school teachers have different degrees of work pressure and job burnout while their subjective well-being are overall in the middle level.2) High school teachers’ subjective welling-being have the relationships with the nature of teachers below. Subjective well-being of teachers in charge of the class are lower than teachers not in charge of the class while the graduating class teachers’ subjective well-being are lower than no graduating class teachers’. Subjective well-being of teachers teaching Chinese, Math and English are lower than teachers teaching the other subjects. Teachers with seniority below6years or above30years have higher subjective well-being.3)High school teachers’ work pressure can cause job burnout easily which influent their subjective well-being.At last, according to the conclusion this thesis puts forward several related advises from the angles of adjusting attitude and improving abilities dealing with work pressure. Teachers should improve their professional level while school should administrate in a scientific way. The society should improve teachers’ status and social sense of achievement so as to reduce their work pressure from microscopic to macroscopic. Then can indeed improve high school teachers’ subjective well-being.