幼儿教师主观幸福感与社会支持度的调查

Relationship between Subject Well-being and Social Support of Kindergarten Teachers

目的探讨幼儿教师主观幸福感和社会支持的关系。方法选取了6所幼儿园188名教师,采用"中国城市居民主观幸福感量表"和"社会支持量表"进行问卷调查,并进行相关分析。结果幼儿教师主观幸福感略低于普通市民(t=-1.175,P﹥0.05);幼儿教师主观幸福感总分与社会支持(r=0.193,P<0.01)存在显著相关;客观支持、支持利用度与主观幸福感存在相关性(r=0.159,P<0.05;r=0.253,P<0.01);人际适应和家庭氛围贯穿社会支持的3个维度。结论幼儿教师的幸福感低于普通市民,她们所获得的主要支持来源于家庭和朋友。

Objective To look into the relationship between subjective well-being and social support of kindergarten teachers. Methods There are 188 teachers from 6 kindergartens who took part in the questionnaire survey：Chinese Citizen Subjective well-being Scale and Social Support Scale. Results Teachers＇ subjective well-being score was lower than ordinary citizens＇ （ t = -1. 175, P 〉 0.05 ） ; Teachers＇subjective well-being was closely related to social support（r =0. 193 ,P 〈0.01 ） ;There were correlation among objective support ,supported use of degrees and subjective well-being（ r =0. 159 ,P 〈0. 05 ;r =0. 253 ,P 〈0.01 ） ,especially interpersonal adaptation, family atmosphere and social support. Conclusion Kindergartens teachers＇subjective well-being score is lower than that of ordinary citizens;Their social support are mainly from families and friends.