教师职业幸福的内涵考量

Analysis of the Connotation of Teachers' Professional Well-being

最近,幸福问题成为教育学界的研究热点之一。作为其中的一个重要方面,教师职业幸福也日益引起人们的关注,但综观已有的一些论说,我们发现人们对教师职业幸福的内涵理解不尽一致,甚至有些误解,影响了学术交流与问题的深入研究。在这种情况下,我们认为有必要对教师职业幸福的内涵进行剖析和澄清。在对"幸福"概念进行厘定的基础上,我们将"教师职业幸福"规约为"教师在教育工作中,实现自己的职业理想,体味人生价值并获得自身发展的精神愉悦状态"。虽然教师职业幸福要以一定的物质基础为条件,但它排除了物质幸福的成分,是一种精神幸福。这种精神幸福是心理体验与职业伦理的统一,是主观努力与客观条件的统一,是享受与发展的统一,是开放的动态系统。

Recently, the issue of well-being has become one of the hot topics for research of education. As one of the important aspects, teachers＇ professional well-being also increasingly attracts attention. However, reviewing some of the existing theories, we can find that the connotation of teachers＇ professional well-being has been differently understood. Some even misunderstood it. This prevented the further academic exchange and research into the depth of the problem. Thus, it is necessary to analyze and clarify the connotation of teachers＇ professional well-being. On the basis of the combing of researches on well-being, we define the teacher＇ s professional well-being as the ideal for the teacher to realize, the value for the teacher to experience and the spiritually pleasant state for the teacher to gain self development in their educational work. While teachers＇ professional well-being is based on certain materials, it eliminates the elements of material happiness, and is a kind of spiritual well-being. It is a combination of psychological experience and professional ethic, a combination of objective efforts and subjective conditions, and a combination of enjoyment and development. It is an open and dynamic system.