教师社会幸福感现状及提升策略--基于全国33590名中小学教师的调查与分析

The Present Situation of Teachers’Occupational Social Well-being and Promoting Strategies:A Nationwide Survey of 33590 Primary and Secondary School Teachers

教师社会幸福感影响教师总体的职业幸福感。为揭示教师社会幸福感的整体状况及其在领导关系、同事关系、师生关系、家校关系、社会声誉等维度上的具体表现,在全国范围内,对东部、中部、西部、东北等4个地区的33590名中小学教师的社会幸福感现状进行问卷调查。调查结果显示:教师社会幸福感总体水平较高,但在性别、地区、教龄等方面存在差异。要进一步增强教师社会幸福感,应着力改善教师与领导关系和师生关系;满足教师的物质需求和发展需求,切实提升教师社会声誉;考虑个体差异,制定具有针对性的教师社会幸福感提升策略;改进教师职前教育和在职教育,提升教师获得社会幸福感的能力。

Teachers’occupational social well-being affects teachers’overall occupational well-being.In this study,a survey was conducted among 33,590 primary and secondary school teachers from the eastern,central,western and northeastern regions in terms of the overall status of teachers’professional social happiness and its specific status in the dimensions of leadership relationship,coworker relationship,teacher-student relationship,home-school relationship and social reputation.The survey suggests that teachers’overall occupational social well-being is high,but there are significant differences in eight aspects,such as region,gender,age and teaching years.To improve teachers’professional social well-being,efforts should be made to improve the relationship between teachers and students.The measures that could be adopted include:meeting teachers’basic living and development needs to enhance teachers’social reputation,formulating targeted strategies to improve teachers’professional social well-beingbased on individual differences,and improving pre-service and in-service education to enhance teachers’competence of getting professional social.