A Research On The Beginning Teachers’ Occupational Happiness In The Secondary School

The study on teachers’ occupational happiness is always the focus issue in the field of educational research. The secondary school beginning teacher group is an important part of the teachers, whose occupational happiness is not only related to the quality of their life and work, but also to the teaching effects and the healthy growth of students, even relates to the whole teacher group stability. Therefore, the research on beginning teachers’ occupational happiness in secondary school has an important theoretical and practical significance.This study attempts to do the research on the beginning teachers’ occupational happiness status in secondary school in Inner Mongolia area, thus obtains the current situation and characteristics of the secondary school beginning teachers’ occupational happiness. Then by analyzing the reason for influencing the secondary school beginning teachers’ occupational happiness, it provides the methods of enhancing the beginning teachers’ occupational happiness in secondary school. This paper selects 130 secondary school beginning teachers from 5 city secondary schools and 3 rural secondary schools in Inner Mongolia area to conduct a questionnaire survey, and conducts an interview study by selecting 5 beginning teachers in secondary school.Through the questionnaire survey analysis, I found that it secondary school beginning teachers’ occupational happiness status has the following features:1.the whole current situation of secondary school beginning teachers’ occupational happiness is not optimistic;2.there is no difference both in gender and age about secondary school beginning teachers’ occupational happiness;3.secondary school beginning teachers’ occupational happiness is related to teachers’ individual differences;4.there exists significant differences in the school district and school type to secondary school beginning teachers’ occupational happiness;5.the physical and mental health dimension has high score and low variation to secondary school beginning teachers;6.the interpersonal relationship dimension has high score and great variation;7.there exists significant difference in self cognition and occupation cognition to secondary school beginning teachers.Through the questionnaire survey and interview research, I confirm that the restricting factors of beginning teachers’ occupational happiness includes following aspects:1.the beginning teachers are short for abilities and qualities generally, being not competent to their job;2.part of the beginning teachers’ occupational value and personal characteristic do not match their occupation;3.the unreasonable system environment at school badly damage the beginning teachers’ the sense of belonging and identity;4.the bias and distrust from parents hinder the beginning teachers working to some extent;5.the severe educational reality causes psychological gap for the most beginning teachers.According to the beginning teachers’ occupational happiness present situation characteristics and reasons, I propose the following strategies to enhance their occupational happiness, mainly including:1.reforming the teacher-training mode, strengthening teaching practice ability of normal school students;2.improving the induction training system and psychological security mechanism, strengthening their occupational adaptability;3.establishing person-post matching mode according with beginning teachers’ features;4.improving the school culture construction, developing beginning teachers’ sense of belonging and identity;5.building a communication platform between beginning teachers and parents, enhancing their mutual trust and understanding;6.taking a variety of measures to meet material and spiritual needs of the beginning teachers.