Research On Vocational Teachers’ Occupational Well-being Of Guangzhou Based On Analytical Hierarchy Process

"Well-being" is a public-concern topic in recent years, and also a state of life peoplesought after. Researches on teachers’ professional well-being gradually increased in the lastfew years, and vocational education teachers’well-being is relatively less studied. However,vocational education teachers’ well-being is in an unsatisfied condition. Therefore, a lot oftalented people do not want to work as a vocational education teachers. Thus, research onvocational education teachers’well-being is very necessary. In this study we use theAnalytic Hierarchy Process which allows users to assess the relative weight of multiplecriteria or multiple options against vocational teachers’ well-being. Moreover, athree-dimension system will be esteblished which considers about the social impact, schoolimpact and personal factors.And the article is divided into four chapters:The first chapter introduces the research background, significance, research methodsand research purposes as well as a literature review of previous studies on well-being ofvocational education teachers. The second chapter describes the statistical analysis of theresults from the questionnaire. Also,it includes records of interviews with the typical testerschosen from the questionnaire results. The third chapter uses the empirical analysis byutilizing the Analytical Hierarchy Process (AHP) to deal with the data of the questionnaire.And the weight of each index which belongs to the “three-dimension system”(society,schools and individual system). So as to get the indicator that contributes most tovocational teachers’well-being.Chapter four is a Conclusion of the artical based on theresults of the descriptive statistical analysis and empirical analysis. And then sujestions aremade which will improve the state of vocational teachers’ well-being according to theconclusion.It is in a sample of163teachers from13vocational schools and universities inGuangzhou, China. The research defines vocational teachers’ well-being into social, schooland personal supportive system and it can be divided into sixteen hierarchies. In conclusion,it finds that, school support system is of the most significant impact on vocational teachers’well-being which weights0.47, next is social support system the weight is0.38, and thelowest is the individual factor which weight is0.15. As to the sixteen hierarchies ofteachers’ well-being, humanistic and democratic management, pay, training anddevelopment as well as social recognition and reputation are the top four elements thataffect teachers’wellbeing. Their respective weights are0.1645,0.1558,0.1504, and0.1216.Based on this results some suggestions have been given to improve the state of vocationalteachers’well-being.