Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
Document Type
Article
Publication Date
2-15-2022
Abstract
In order to explore the relationship of social support, self-efficacy, and subjective well-being of special education teachers in China, 496 teachers from 67 special education schools were surveyed by questionnaire. We found that (1) the subjective well-being of special education teachers in China was in the medial level. (2) There were significant differences in subjective well-being level among teachers of different genders, teacher position, education background, and teaching age. Male teachers were of higher subjective well-being; subjective well-being of head teachers was lower than those were not head teachers; teachers with the educational background of postgraduate were of higher relaxation and tension than those with junior college educational background; the control scores of emotion and behavior of teachers with teaching age of 3 years and below were significantly lower than those of teachers with teaching age of more than 10 years. (3) Self-efficacy played a partially mediating role in the relationship between social support and subjective well-being of special education teachers. Suggestions to improve the subjective well-being of special education teachers were discussed in the article.
Keywords
Special education teachers, Social support, Self-efficacy, Subjective well-being, China
Divisions
Education
Funders
Department of Social Sciences, Ministry of Education [20YJC880015],Fundamental Research Funds for the Central Universities [2021NTSS34]
Publication Title
Frontiers in Psychology
Volume
13
Publisher
Frontiers Media
Publisher Location
AVENUE DU TRIBUNAL FEDERAL 34, LAUSANNE, CH-1015, SWITZERLAND