An Investigation Of Professional Happiness Of Middle School Teachers In S Province

In recent years,more and more scholars have begun to study the happy experience of teachers' professional development.It is found that there is a general lack of pertinent and systematic study of teachers' professional happiness.This paper,with the methods of literature,questionnaire and interview,takes the teachers of S Province as the research object,and investigates the teachers' professional happiness.In this paper,teachers' professional happiness refers to the feeling of happiness that teachers experience due to professional development and internal and external changes,which belongs to the category of teachers' occupational happiness,and is the core and root of teachers' professional happiness.It is mainly composed of teachers' overall satisfaction with professional life quality and specific emotional experience in professional development,such as professional identity,professional development satisfaction,community interaction and harmony,and professional development and situational comfort.Among them,the professional identity mainly includes professional self-image,self-esteem,professional professional consciousness,professional expectations and professional motivation;satisfaction includes professional development and personal growth of satisfaction and sense of self-efficacy in the professional development of teachers control value,professional development,professional development;situational comfort covers two aspects of professional autonomy and professional support.On the basis of self-made questionnaires,this study obtained 348 valid questionnaires through the face-to-face direct distribution and collection of questionnaires,covering 4 middle schools in the ABC three areas of S province.The survey found that:(1)nearly 70% S middle school teachers can experience happiness from professional development,and nearly 30% of them have no sense of professional development,and their professional development is not optimistic.The sense of community interaction and harmony among secondary school teachers in S province has the best experience in their professional happiness,and professional development situational comfort is the worst experience in their professional happiness and specific emotions.(2)the teachers' professional happiness is related to the area,teaching age and professional title,and has nothing to do with educational background,sex,and job factors.Middle school teachers in different areas of the professional happiness in 5 dimensions,10 level two dimensions have significant differences;teaching of middle school teachers of different professional well-being are significant differences in the 5 dimensions,4 dimensions of grade two;high school teachers of different professional well-being differences in 1 dimensions,3 level two dimensions;gender of middle school teachers of different professional well-being are different in 1 grade two dimensions;the title of middle school teachers of different professional well-being differences in 3 dimensions,3 dimensions two.Based on the investigation,from the external motivation and internal two aspects puts forward the realization path of teachers' professional happiness.The corresponding material basis,social environment,cultural atmosphere and the guarantee system is to realize teachers' professional well-being "externalization" road,the development of teachers' professional attitude and motivation,professional knowledge and professional ability of the concept is to achieve its professional happiness "in" road.Teachers' professional happiness,though influenced by many external factors,is more inseparable from the internal factors of their professional development.Teachers' professional development is often intertwined with happiness and pain.