A Study On The Relationship Between Professional Ethics And Subjective Well-being Of Special Education Teachers

In this study, a questionnaire survey was carried out on the status of special education teachers’ professional ethics and subjective well-being according to the self-designed Questionnaire survey of the professional ethics level in special education teachers and Duan Jianhua revised general well-being rating scale. Also through in-depth interviews with special education teachers to analyzed the status of special education teachers’ professional ethics and subjective well-being. Through in-depth analysis of the relationship between professional ethics and subjective well-being of special education teachers, the conclusion that multiple dimensions of professional ethics have a significant impact on subjective well-being and have a predictive effect on it was obtained. The research results provide the basis and support for the frame formation and promotion of special education teachers’ professional ethics. Specific conclusions are as follows.1. The self-designed Questionnaire survey of the professional ethics level in special education teachers includes five dimensions: professional knowledge, professional attitude, students concern, professional collaboration, personal accomplishment. Each factor’s internal consistency coefficients were between 0.78 1and 0.856, and the internal consistency coefficient of the whole questionnaire reached 0.910. Each factor’s consistency coefficients were between 0.465 and 0.683. The consistency coefficient between factor and total soccer was between 0.755 and 0.877. All of the above have a moderate degree of correlation.2. The status of special education teachers’ professional ethics. i) Generally, special education teachers’ professional ethics had a high level, the "professional collaboration" best, "professional knowledge" get the lowest score among each dimension. ii) Special education teachers’ professional ethics level and its dimensions had significant differences in age, seniority, area. iii) Special education teachers’ professional ethics level and its dimensions did not exists significant difference in gender, education, professional background, schools, teaching types and positions.3. The status of special education teachers’ subjective well-being. i) Special education teachers’ subjective well-being was at the middle level. The male special education teachers’ subjective well-being survey was significantly higher than the average level and female teachers only in the average level. ii) Special education teachers’ subjective well-being and its dimensions had significant differences in age, teach types, positions, area. iii) Special education teachers’ subjective well-being and its dimensions did not exist significate difference in gender, seniority, education, professional background, schools and positions.4. The relationship between professional ethics and subjective well-being of special education teachers. There existed significant positive correlation between special education teachers’ professional ethic and subjective well-being. As on dimension of professional ethic, personal cultivation can be used to effective forecast the level of subjective well-being.5. Some suggestions were put forward from the individual, school and social level according to the study. The future prospects of this item also had been put forward.