农村幼儿园教师的主观幸福感特点——以山东淄博、潍坊两市为例

On the Characteristics of Subjective Well-being of Rural Kindergarten Teachers in Shandong Province:Taking Zibo, and Weifang as An Example

本研究采用问卷法，随机从山东淄博、潍坊两市农村幼儿园选取379名教师，运用生活满意度量表（SWLS）和情感量表对其主观幸福感进行测查。结果发现，农村幼儿园教师的主观幸福感总体处于中等水平；不同年龄和教龄的农村幼儿园教师主观幸福感差异显著，其中年龄在31-40岁、教龄在11～15年的教师有更高的幸福感；不同职务农村幼儿园教师主观幸福感总分差异显著，保教组长的主观幸福感水平较高，班主任消极情感得分显著高于其他三类职务：不同性质农村幼儿园教师的主观幸福感差异显著，公办和集体办幼儿园教师主观幸福感总分和积极情感得分显著低于民办幼儿园教师，消极情感得分情况则相反：不同学历和收入的农村幼儿园教师主观幸福感各维度差异均不显著。

Using Sadsfaction with Life Scale, and Affect Scale, the authors investigated 379 rural kindergarten teachers＇ subjective well-being in Zibo and Weifang, Shandong Province. The major results indicate that rural kindergarten teachers＇ overall subjective well-being is at the middle level; there is a significant difference in subjective well-being of teachers with different ages and years of teaching; teachers aging from 31 to 40 with 11-15 years of teaching experience have higher level of subjective well-being; teachers at different positions show significant difference： child care directors have the highest level of subjective well being while monitors＇ scores in negative emotion are significantly higher than those of teachers with other three kinds of dudes; teachers ~om rural kindergartens of different nature have significant difference in subjective we//-being; in public and collective kindergartens, teachers＇ scores in both subjective well-being and positive emotion are significantly lower than those of private kindergarten teachers while the negative affect score is just opposite; and teachers with different levels of education and income do not show significant differences in various dimensions of subjective well-being.