A Study On Relations Between The Subjective Well-being, Education Mode And Work Performance Of The Secondary Vocational School Teachers

The secondary vocational school,as the beginning of vocational education, takethe major responsibilities from students, parents and the country. The teachers in thesecondary vocational school are increasingly taken seriously. The work performanceof secondary vocational school teachers can not only be reflected in the studentsachievement, but also ensure that the school can complete the function of vocationaleducation. Due to the prosperity of positive psychology, more and more people startto realize the importance of effects that psychological capital work on jobperformance. The subjective well-being of the secondary vocational school teachers isthe overall evaluation of their quality of life which set on the personal standard of thesecondary vocational school teachers. It will be the further research how thesubjective well-being of the secondary vocational school teachers affect their jobperformance. As the previous studies suggesting, teachers’ way of education willinfluence students’ development in an all-around way and the influence cannot beignored. What is the main education mode in the secondary vocational school andwhether the teachers’ education mode affect their job performance will be the furtherresearch too.In this study, the writer chooses the Scale of Well-Being Index written byCampbell, the Scale of Middle School Teachers’ Education Mode written byShenJiliang and the Scale of Teachers’ Work Performance written by Zhongyan. Byselecting200secondary vocational school teachers from the city of Chengde in Hebeiprovince, the author collected the data by questionnaire, and then the data wasanalyzed by SPSS17.0. The conclusions are following:(1) The mental of secondary vocational school teachers’ subjective well-being isbetter than average; they tend to choose autocratic education mode and democracyeducation mode in secondary vocational school; it is better than average that thesecondary vocational school teachers’ working performance. (2) The female teachers’ emotional index, the index of life satisfaction and indexof subjective well-being are significantly higher than the male teachers’ in secondaryvocational school; The teachers’ index of life satisfaction and index of subjectivewell-being who have been a teacher over26years in secondary vocational school, aresignificantly higher than who have been a teacher for1-5years and6-15years.(3) Compared with female teachers, male teachers tend to adopt autocraticeducation mode in secondary vocational school; Compared with science teachers, artsteachers are more likely to adopt democracy education mode in secondary vocationalschool; Compared with teachers of16-25years’ teaching experience and teachersover26years’ teaching experience, the teachers of6-15years’ teaching experiencetend to adopt democracy education mode, and at the same time they hardly uselaissez_faire education mode in secondary vocational school.(4) The female teachers’ scores of contextual performance and workperformance are significantly higher than the male teachers in secondary vocationalschool; the scores of head teachers in contextual performance are significantly lowerthan who are not head teachers in the secondary vocational school; the scores ofteachers who are more than26years’ teaching experience are higher in contextualperformance, Task performance and work performance than the teachers who are1-5years’ teaching experience,6-15years’ teaching experience and16-25years’ teachingexperience in secondary vocational school.(5) The teachers’ subjective well-being are closely related to work performanceof teachers in secondary vocational school; regression analysis shows that theemotion index and the index of life satisfaction can be the efficient predictorvariables to secondary vocational school teachers’ work performance.(6) Autocratic education mode and democracy education mode are positivelyrelated to job performance, and they are the efficient predictor variables to workperformance. Specifically, the secondary vocational school teachers’ autocraticeducation mode has a negative correlation with their contextual performance, and haspositive correlations with their task performance and work performance; the secondary vocational school teachers’ democracy education mode has significantlypositively relations with contextual performance, task performance and the total scoreof work performance.