A Research On The View Of College And University Young Teachers’ Well-beings In Guangdong Province

Happiness is an ancient topic filled with realistic meanings. What is happiness? How toacquire happiness? Those questions have always concerned people. For thousands of year,everyone pursues the truest happiness that belongs to themselves in their own life track,which thus forms various comprehension and explanation regarding happiness.Along with the economic development, people start to pay more and more attention tothe quality of life. Yet happiness is an important indicator of measuring life quality and is avital thesis worth attention from the whole society. Teacher is the engineer of human beings’soul. Young teachers in colleges and universities, in particular, as the hard core ofcontemporary colleges and universities education activities, work in teaching with the mostactive minds and energetic attitude. In addition, they are the most direct and frequent contactswith students, thus their quality, attitudes of happiness not only subconsciously affect studentsbut also are directly related to the education activity quality of the schools. Therefore, theattitude of happiness among young teachers in colleges and universities is not a personal issueof the young teachers, but also a realistic question that is related to schools’education quality,a serious social question. Hence, discussing the happiness situation of young teachers incolleges and universities is quite important as well as necessary.Based on the situation, this research regards the young teachers in colleges anduniversities in Guangdong Province as the subjects, employs questionnaire method andinspects the current situation of views of happiness among the young teachers in colleges anduniversities in Guangdong Province.The results show that:1.The cognition of happiness young teachers in colleges and universities in GuangdongProvince consists of12dimensions, respectively subjective and psychological happinessdimension, social happiness dimension, material and economic happiness dimension,marriage and family happiness dimension, work and career happiness dimension, leisure andentertainment happiness dimension, teaching and education happiness dimension,physiological and body happiness dimension, knowledge seeking happiness dimension,scientific research happiness dimension, human management happiness dimension, educationhappiness dimension;the career happiness (contains work and career happiness dimension,teaching and education happiness dimension, education happiness dimension, scientificresearch happiness dimension, human management happiness dimension) are the core contentof the views of happiness among the young teachers in colleges and universities in Guangdong Province,in general and non career happiness(contains respectively subjective andpsychological happiness dimension, social happiness dimension, material and economichappiness dimension, marriage and family happiness dimension, leisure and entertainmenthappiness dimension, physiological and body happiness dimension, knowledge seekinghappiness dimension, education happiness dimension)are the important basis of the views ofhappiness among the young teachers in colleges and universities in Guangdong Province.2.The happiness objectives of young teachers in colleges and universities in Guangdonghave following features:(1) center personal preferences, mainly involving family, love, work,life as well as mental and psychological health,happiness,material abundance,the achievementof the ideal,freedom, the personal value and faith and other aspects. Among those, healthy andhappy as well as perfect families are the important personal objective preference; Althoughsome of the young teachers take the personal value and faith as the target of happiness,but thenumber is remarkable low.(2) assisted by social preferences, mainly involve social fairnessand justice, world peace and other contents,but the number is remarkable low too.3.The happiness methods of young teachers in colleges and universities in Guangdonghave following features:(1) focus on positively acquiring methods, mainly involvingindividual’s inner elements and external elements, among which individual’s inner elementsare centered, holding the view that realization of happiness needs to rely on the individualitself such as strive and efforts and so on, Although some of the young teachers takeimproving their self-cultivation as the target of happiness,but the number is remarkable low;assisted by highlighting individual’s external element with the opinion that realization ofhappiness needs to rely on the individual’s external elements, such as depending on thesociety to provide fair and just environment and so on, but the number is remarkable low.(2)assisted by negatively acquiring methods, which, for instance, thinks that there is no way torealize happiness. Also a few young teachers don’t know how to acquire happiness.4.The happiness expectations of young teachers in colleges and universities inGuangdong have following features:(1) from the whole situation it can be told that thenumber of young teachers who believes future is the happiest accounts for most of thepercentage, which is that over one-third of the young teachers have hope and faith for thefuture, dare to look into the future and believes life will get better and better, thus they strivepositively to acquire more happiness that lasts longer; the number of young teachers whothink now is the happiest comes second, which is that close to one-third of the young teachersare immersed in happiness and they are satisfied of living each day to the fullest,close to onetenth are satisfied with the past time; the number of the young teachers who are not sure comes third, which is that around one fourth of the young teachers are not sure abouthappiness expectations and they are still confused; the number of the young teachers whothinks the past is the happiest is the smallest, which is that6.8%of the young teachers aresatisfied with the past times. Thus, all in all, most of the young teachers in universities andcolleges in Guangdong Province have positive expectations for happiness with less youngteachers holding negative attitudes and preferring the present and the past.(2) from differenceanalyses, young teachers in colleges and universities in Guangdong Province have distinctdifference regarding happiness expectation. Female teachers are more inclined to think thatthe present is the happiest while male teachers prefer the future as the happiest; teaching agesare quite different; comparing to teachers with less than one year’s teaching age and thosewith one to five years, teachers with over six years’teaching age think the past is the happiest;in the city and country, there aren’t distinct differences in marital status, age, profession,education background, professional title.5.The happiness evaluations of young teachers in colleges and universities in Guangdonghave following features:(1) in general, the evaluations of happiness of young teachers incolleges and universities in Guangdong are distinctly higher than average.(2) from differenceanalysis, sexual difference regarding happiness evaluation of young teachers in colleges anduniversities in Guangdong are quite different. Female teachers’ evaluations of happinesssituation are much higher than male teachers’. Distinct difference between the city and thecountry are quite distinct. Young teachers from the city have much higher evaluations of thecurrent happiness situation that those of the young teachers from the country; age differencesare distinct and young teachers younger than30years old have much higher evaluations ofthe current happiness than young teachers between30and39; teaching age differences arequite different and teachers with more than six years teaching age are much higher than thoseof other teachers with less than six years’teaching age (less than one year and between one tofive years); differences are not that distinct regarding marital situation, profession, educationbackground and professional titles.At last, based on the research results above, the paper analyzes the reasons of the view ofhappiness among young teachers in colleges and universities in Guangdong and proposesrelated strategies and suggestions to promote the healthy development of young teachers incolleges and universities in Guangdong and provide theoretical references and practicalguidance for developing happy Guangdong construction.