A Comparative Study On The Subjective Well-being Of Urban And Rural Teachers Under The Background Of Rural Teachers' Support Project

To help countries to build a well-off society in an all-round way in 2020,realize the basic modernization in basic education,to help rural children learning success,develop rural education,to prevent poverty intergenerational transfer,the national rural teachers team construction on the priority development of strategic position.To solve the problems of rural teachers "do not want to go","to stay" and "teach well”,The general office of the state council promulgated the rural teachers support plan(2015-2020)in June 2015.Under the support of national strategy,the people's government of Yunnan province has also introduced a "rural teacher support plan in Yunnan province" the plan adhering to the "overall design,tilt,make effective resources,establishing mechanism" of the basic principles,the cultivation of the innovative rural teacher supply mechanism,improve the rural teacher's status and the treatment,promote the rural teachers' professional development,by improving the rural teachers' treatment,improve the quality of rural teachers to achieve the goal of enhance the level of rural education.With the support of this plan,the rural teachers in Wuding county,the national poverty-stricken county,have actually enjoyed the dividend of this policy.Due to the particularity of teachers' work,the study of teachers' subjective well-being and discussion has attracted many attentions of the academic circles,but as of March 6,2018,the village teacher support zoned under the background of teachers' subjective well-being research and discussion of literature is rare,therefore,under the background of the implementation of the plan of this research is very meaningful.This study try to understand in the context of rural teachers' support plan,Wuding city junior high school and the current situation of rural junior high school teachers' subjective well-being and differences,and find out the factors influencing teachers' subjective well-being,discusses the strategies and measures of strengthen the urban and rural teachers' subjective well-being.This research mainly divided into two parts: research,questionnaire survey,with the overall well-being questionnaire(GWB)randomly selected from 483 middle school teachers(232 rural junior high school,junior high school city 232)investigation,comparative analysis of Wuding rural junior middle school and the current situation of urban junior high school teachers' subjective well-being and differences,and discusses the influencing factors of teachers' subjective well-being;Study 2: case interview,using semi-structured interview outline randomly selected 10 teachers to conduct case interviews,and excavated the influence factors of teachers' subjective well-being.The results of the two parts are as follows:1.In the background of rural teacher support,wuding county junior middle school teachers have a moderate level of happiness.2.junior high school teachers in rural junior high school and city health worries(P < 0.05),with life satisfaction and interests(P < 0.05),happy or depression(P < 0.05)and subjective well-being(P < 0.05)significant difference in the score;3.Rural junior middle school teachers have significantly lower health concerns than urban junior high school teachers.4.Rural junior middle school teachers scored significantly higher than primary school teachers in urban areas in terms of satisfaction and interest in life,feelings of pleasure or depression,and subjective well-being.5.There was no statistical difference in the energy,emotional and behavioral control,relaxation or tension between rural junior middle school and urban junior middle school teachers.