农村教师人际信任、教学效能感与主观幸福感

Relationship between Interpersonal Trust,Teaching Efficacy and Subject Well-being of Rural Teachers

目的探讨农村教师人际信任、教学效能感与主观幸福感的状况及其三者之间的关系。方法采用人际信任度量表、教师教学效能感量表和生活满意度量表以及情感量表对芜湖市无为县117名农村教师进行调查。结果①农村教师的主观幸福感偏低;②不同性别、年龄、教龄、学历和婚姻状况的农村教师在主观幸福感上没有显著差异;③人际信任度与生活满意度和主观幸福感有显著相关(r=-0.302,-0.262;P<0.01),总体教学效能感与情感平衡有显著相关(r=-0.197,P<0.05);④人际信任和总体效能感能部分预测农村教师的主观幸福感(F=11.516,4.629;P<0.001,0.01;R2=0.091,0.039)。结论农村教师主观幸福感为中等偏下水平,有半数以上的教师体验着不幸福。

Objective To explore the relationship between interpersonal trust, teaching efficacy and subject well-being of rural teachers. Methods A total of 117 rural teachers were measured by Interpersonal Trust Scale,Teaching efficacy Scale,Life Satisfac- tion Scale and Emotion Scale. Results ①The rural teachers＇ subject well-being was in a low situation;②Subject well-being of ru- ral teachers in the teachers＇ gender ,seniority ,age ,marital status ,educational background was not significant differences（F= 2. 403, 0. 783,0.194,1. 300,0. 781;P〈0. 05） ;③Rural teachers＇ life satisfaction and subject well-being were correlated with interpersonal trust（r=-0. 30Z,-0. 262 ;P%0.01）,affect balance was correlated with teaching efficacy to Some extent（r=-0. 197 ,P%0.05）;④Interpersonal trust and teaching efficacy can partially predict rural teachers＇ subject well-being. Conclusion Half of rural teachers＇ subject well-being is in a low level,most of them feel that they are unhappy.