Investigation And Research On The Subjective Well-being Of Physical Education Teachers In Junior High Schools In Changchun Urban Area

The subjective well-being of junior high school physical education teachers is of great significance to teachers’ professional development,students’ life growth,school teaching management,reform and innovation of physical education teaching,comprehensive quality of the people,healthy China and the construction of a sports power.This study aims to investigate and deeply analyze the subjective well-being of physical education teachers in junior high schools in Changchun City,aiming to arouse the attention and attention of physical education teachers,families,schools,society,sports-related departments and other aspects.Provide a basis for individual teachers to improve their happiness,schools to improve the quality of sports development,and sports related departments to formulate management measures.This study comprehensively uses the literature method,questionnaire survey method,interview method and mathematical statistics method for in-depth research.Using the "Changchun Urban Junior High School Physical Education Teachers’ Professional Subjective Well-being Questionnaire",from five aspects: job satisfaction,work value,self-achievement,professional honor and mental state,the current situation,influencing reasons and improvement countermeasures of 367 junior high school physical education teachers in Changchun urban area were scientifically,systematically and comprehensively excavated in terms of the current situation,influencing reasons and improvement countermeasures.The study shows that the average professional subjective well-being of physical education teachers in junior high schools in Changchun is 2.4565,which is at a moderately low level,and the scores of five dimensions from high to low are: professional honor>self-achievement> work value> mental state > Job satisfaction.According to the one-way ANOVA,there were significant differences in the subjective well-being of physical education teachers in terms of age,but there were no significant differences in gender,teaching experience,teaching grade,annual income and professional title.There is a significant positive correlation between the subjective well-being of physical education teachers and the dimensions of job satisfaction,work value,self-achievement,professional honor,and mental state,as well as between each dimension.Each dimension also had a significant positive impact on the subjective well-being of teachers.The top five factors affecting the subjective professional well-being of physical education teachers are: students’ growth and progress,good welfare benefits,improvement of their own professional quality,respect and support of leaders,and professional development space and platform.The top five factors affecting the lack of professional subjective well-being of physical education teachers are: disproportionate salary and pay,low professional quality,discordant interpersonal relationships,low social status and high requirements,and unreasonable school management mechanism.Through the analysis of questionnaires and interview data,it is concluded that the factors affecting the subjective well-being of physical education teachers in junior high schools in Changchun can be classified into four categories: themselves,schools,society and government.Self-factors: unfirm career ideals;Lack of solidity in professionalism;Discord in interpersonal relationships.School factors: inadequate management mechanisms;Support is not in place.Social factors: Unreasonable social expectations;Public opinion reports are untrue.Government factors: unfair wage distribution;The training system is not perfect.According to the survey results,measures to improve the subjective well-being level of physical education teachers in junior high schools in Changchun urban area were proposed from the four levels of individuals,schools,society and government.First of all,at the personal level: firm career ideals and good attitude;Enhance professional literacy and moral accomplishment;Build harmonious relationships and promote warm co-education.Secondly,at the school level: Strengthen support and enhance work motivation;Improve the management system and respect the freedom of development;Third,the social level:standardize media operations and reshape professional image;Break stereotypes and give reasonable expectations.Finally,at the government level: optimize the salary structure and improve the security system;Pay attention to teacher development and improve the training system.