纳西族地区乡村教师积极心理特征与提升策略

Positive Psychological Characteristics and Promotion Strategies of Rural Teachers in NaxiNationality Areas

目的为研究纳西族地区乡村小学教师的主观幸福感状况和提升策略.方法采用积极情绪消极情绪量表和中国城市居民主观幸福感量表（简本）对1912名乡村小学教师进行问卷调查.结果乡村小学教师正性情绪得分是3.16±0.61,负性情绪得分是2.18±0.67.主观幸福感得分为3.62±0.38.不同情绪状态的乡村小学教师人数、主观幸福感状况和比例：典型正性情绪型有683人,主观幸福感得分3.78±0.39,占35.7%;典型负性情绪型596人,主观幸福感得分3.51±0.32,占31.2%;不明显型363人,主观幸福感得分3.51±0.37,占19.0%;双重型270人,主观幸福感得分3.67±0.38,占14.1%.“情绪类型_虚拟2”和“情绪类型_虚拟4”对主观幸福感解释力更具有统计学意义（β=0.32,0.15;P均〈0.01）.结论纳西族地区乡村小学教师具有多种类型的情绪状态,主观幸福感处于略高于中等水平状态.正性情绪倾向型的纳西族地区乡村小学教师主观幸福感水平最高.

The present paper aims to study the subjective well-being of rural primary school teachers andenhance the strategies of improvement. A total of 1912 rural primary school teachers were surveyed byadopting the Positive Emotional Negative Emotions Scale and the Subjective Well-being Scale of ChineseUrban Residents （Simplified Version）. Results show that the positive emotion score of rural primary schoolteachers was 3.16 ± 0.61, and the negative emotion score was 2.18 ± 0.67. Subjective well-being was 3.62± 0.38. The number of rural primary school teachers with different emotional states, subjective well-beingand their proportions were respectively 683 for typical positive emotions, 3.78 ± 0.39 for subjectivewell-being, or 35.7% for subjective well-being; 596 for typical negative emotions and 3.51 for subjectivewell-being ± 0.32, accounting for 31.2%; 363 were not obvious types, subjective well-being score was 3.51± 0.37, accounting for 19.0%; 270 were double types, subjective well-being was 3.67 ± 0.38, accountingfor 14.1% . The paper comes to a conclusion that rural primary school teachers have many types ofemotional state, subjective well-being is slightly above the average level. The rural primary school teachers in Naxi Nationality areas with positive emotional state oriented have the highest level of subjectivewell-being.