The Role Of The Professional Identity Between The Occupational Stress And The Subjective Well-being Among Special Education Teachers

The article first to analyzes the relationship between the subjective well-being and the occupational stress,founding that the occupational stress has two main effects on the subjective well-being: direct action or indirect effect.Because special education teachers are suffering from the professional stress and lack of happiness,so the paper will explore the countermeasures for alleviating the professional pressure of teachers and improve their subjective well-being.By analyzing the existed research on the mechanism of the occupational stress on the subjective well-being,it is concluded that the professional identity plays a certain role in the influence of the occupational stress on the subjective well-being.By systematically reading the research results of the role of the professional identity between the occupational stress and the subjective well-being,it is found that the professional identity and the occupational stress are significantly negatively correlated,and the relationship between the professional identity and the subjective well-being is inconsistent and there is no research on the role of the professional identity between the occupational stress and the subjective well-being among teachers.Based on the theoretical perspective of psychology,this study analyzes the occupational stress,the professional identity and the subjective well-being of teachers in detail.Based on these analyses,this paper analyzes the relationship between them,mainly from the perspective of the professional identity to analyze the effect of the professional stress on the subjective well-being of teachers,for the sake of providing theoretical guidance for the training of stress management and the improvement of the subjective well-being of teachers.The results of this study show that:1.The subjective well-being level of the male teachers was generally low,and the level of female is moderate.There is no significant difference in the subjective well-being among different groups in terms of gender,age,teaching age,academic degree,title,monthly income and whether to participate in special education training.2.The occupational stress of teachers is medium on the high side.The size of the occupational stress from big to small is the workload,the role stress and the professional confusion.Therefore,the professional pressure mainly comes from the workload and the role pressure.There is no significant difference in the occupational stress among different groups in terms of gender,age,teaching age,academic degree,professional title and monthly income,in addition to whether to participate in special education training.3.Special education teachers have higher professional identity,and the average value in each dimension of the professional identity is higher than the norm average.There is no significant difference in the professional identity among different groups in terms of gender,academic degree,professional title,monthly income and whether to participate in special education training,in addition to age and teaching age.4.The correlation between the occupational stress and the subjective well-being shows that there is a significant negative correlation between them.5.The analysis results between the professional identity and the subjective well-being shows that there is a positive correlation between them.6.The analysis results between the occupational stress and the professional identity shows that there is no significant correlation between them.But the professional confusion of the occupational stress is significantly negatively correlated with the professional identity,and the professional confusion is significantly negatively correlated with the subjective well-being.7.The professional identity of teachers fully plays a role of mediating mechanism in the relationship between the professional confusion and the subjective well-being.