Subjective Well-Being Among Elementary School Teachers and Its Related Factors: Taking Guangdong Province as an Example
To explore the status of subjective well-being of elementary school teachers in Guangdong Province, China, and analyze its related factors. Method: Totally 1283 elementary school teachers (552 males, 731 females) were selected by stratified random sampling from 5 cities in Guangdong Province. They were assessed with Satisfaction. With Life Scale (SLS), Affect Scale: Positive Affect, Negative Affect, Affect Balance (AS), Test of TeaeherCompeteney (TTC), Social Support Rating scale (SSRS) and a self-edited questionnaire on the general personal information. Results: The total score of SLS, AS, SWB, TTC and SSRS were (20.44±6.42), (3.46±1.70), (-0.05±2.19), (3.73±0.61) and (33.71±5.52), respectively. The scores of the 9 diagnostic subscales of TTC were all above 3.50, and the score of Lie subscale was (1.87±0.43). Multivariable linear regression showed that the following 10 factors such as education, Personnel arrangement category, professional title, conditions of work, career development prospect, annual income, self-study, health, the total score of TTC and SSRS were positively associated with the score of SWB (β=.219～.781, P=.019～<.001, P<.05), the following 5 factors such as sex, head teacher, teaching subjects, marital status and administrative post were negatively associated with the score of SWB (β=-.149～-.413, P<.05). Conclusion: It is suggested that the subjective well-being of elementary school teachers is on the low side. Career identity and development, as well as life condition may be the related factors of elementary school teachers’ subjective well-being.
Keywords: Elementary School Teachers; Subjective Well-Being; Related Factors; Multivariable Stepwise Linear Regression.