Study On The Relationship Among Occupational Stress,Psychological Resilience And Subjective Well-being Of Korean Nationality Primary School Teachers

Subjective well-being mainly refers to the emotional and cognitive overall evaluation of people’s quality of life.In this sense,what determines people’s happiness is not what actually happens.The key is how people interpret what is happening emotionally and how they are processed cognitively.Studies have shown that the overall level of teacher’s subjective well-being can be related to three levels:high or medium to high,medium or general,low.Through the research of Baoliang Ren and others,we can find that the subjective well-being of primary and secondary school teachers is at a low level.And the teacher’s subjective well-being will have regional,cultural background and folk customs and other influencing factors,and there are differences in gender,marital status,education,age and income.Teachers’ subjective well-being will be reduced at a certain stage,and there is not much research on the reasons that affect teachers’ subjective well-being.Therefore,this study has practical significance for improving teachers’ subjective well-being.By combining the questionnaire survey method with the interview survey,we can understand the causes and causes of the problems caused by Korean primary school teachers in the process of teaching and life,and the impact on occupational stress,psychological resilience and subjective well-being.In this paper,the teacher occupational stress questionnaire compiled by Congshu Zhu in 2002,the rehabilitative power table revised by Lizhuang Yang and other scholars,and the overall happiness scale revised by Jianhua Duan were used to conduct a questionnaire adjustment study on the subjects.After screening,176 valid questionnaires were obtained.The following four conclusions were obtained through analysis and collation of the research results.1:Korean nationality primary school teachers in the overall level of subjective well-being in line with the national norm level standards,but in subjective well-being is at low level.Subjective well-being has significant differences in gender and academic qualifications,and it also fluctuates due to the advancement of the work process and the arrival of work indicators and assault work tasks.2:Korean nationality primary school teachers occupational stress and subjective well-being showed a significant negative correlation,indicating that the greater the teachers ’professional pressure,the lower the teachers’ subjective well-being.Korean primary school teachers have a lot of professional pressures,and there are significant differences in gender,education,and taught disciplines.Most of the reasons for this problem come from teachers’ heavy workload,teachers’ self-development expectations and student’s examinations.Stress and other reasons.3:The psychological resilience of Korean nationality primary school teachers is significantly positively correlated with subjective well-being,indicating that the stronger the psychological resilience,the stronger the subjective well-being of teachers.The level of psychological resilience of Korean primary school teachers is lower than the average level,and the level of psychological resilience has significant differences in gender and teacher education;teachers’ work is diffuse,and they also involve ordinary teaching work in life.Therefore,it is not possible to improve psychological resilience better.4:The psychological resilience of Korean nationality primary school teachers has an intermediary adjustment effect on their professional pressure and subjective well-being.For the above conclusion,the author gives the pilot the following recommendations:1.Reducing the indicators and hard work requirements for teachers’ work,making good advance notice of work content and making good advances;2.Organize education and teaching training,and further organize training to improve teachers’ psychological resilience,and improve teachers’ psychological resilience and psychological quality;3.Schools should improve the treatment of teachers and adjust the stage work plan in due course;4.Emphasis on teachers’ subjective well-being and various factors affecting subjective well-being,alleviating teachers’ professional pressure and creating a good working environment and self-improvement environment for teachers.