The Research Of Professional Happiness Of Special Position Teacher

With the implementation of the “Special Position Plan”, special position teacher emerges in response to the needs of times, which not only offsets the deficiency of rural teachers in terms of quantity,quality, structure, but also plays a vital role in improving the quality of rural education. Techers' happiness is the life value of teachers' group and the research for the happiness problem of rural young teachers with early growth requires attention. Special position teachers' professional happiness is the important indicator to measure teachers' quality of life and work, to some extent, which can reflect the implementation effect of the special position policy,at the same time which has profound significance to the development of rural educationThrough questionnaire survey and case interview, the study investigated the vocational happiness condition of teachers in special position in Shanxi Province. The data analysis showed that:Specially Contracted Teachers in our province were in an Averagehappy experience. It is not optimistic overall and there is polarization phenomenon. The degree of happiness experience directly related to education and teaching is relatively high, while the degree of satisfaction is on the low side in physical environment(housing, food), entertainment, salary and professional development these four aspects, which has a negative impact on happiness.Specifically speaking: 1.Special position teachers' professional happiness has no significant difference in gender, expect “identity experience”, the mean value of mate special position teacher is higher than female. 2. Age characteristic helps teachers to experience happiness, along with the teaching years; different dimensions of well-being experience influence each other and the variation trend is: the longer the teaching experience, the higher teachers' recognition for self-teaching ability is, and the lower the satisfaction of “the physical and mental health experience”;meanwhile, “demand to meet experience” influences “identity experience”, which show a consistent trend. 3. The happiness of married teachers is significantly higher than not-dating teachers,however, unmarried teachers occupying half of proportion leads to the overall happiness level not high. 4. There is no significant difference in overall happiness for special position teachers ofdifferent education background, the happiness of special position teachers of junior college and bachelor degree is significantly higher than master degree's special position teachers in two dimensions of "interpersonal adaptation experience" and "professional development experience", but is significantly lower than them in two dimensions of "health of body and mind experience" and "demand satisfied experience".5. Monthly wages is not high and sometimes defaults, plus the lack of benefits, which all significantly reduce special position teachers' happiness. 6. Working motivation affects teachers' focus on the work's internal and external value, the teacher of high internal working motivation has high attention to work's internal value, high tendency of retention and more happiness, on the contrary, less happiness. 7. Low wages, low recognition degree from school,society and parents and low level of professional development jointly result in special position teachers' generally low social psychological status, low sense of achievement and low happiness.Teachers' professional happiness has the characteristics of dynamic development, and is closely related to teachers' own status and external environment. The own status of special position teacher is the internal factors influencing the professional happiness, meanwhile, special position policy implementationeffect and the school with special position are the external factors of the professional happiness. Therefore, special position policy,schools with special positon, special position teachers should form resultant force to get professional happiness forspecial position teachers.