Junior high school teachers on the preparation of well-being scale

Abstract Objective: junior high school teachers to effectively assess happiness. Methods: 54 middle school teachers in open-ended questionnaire, and 30 qualitative interviews with middle school teachers, on the basis of the theoretical framework of the preparation of a <<middle school teacher happiness Questionnaire>> of 284 junior high school teacher conducted a survey of results: junior high school teachers, the structural model of happiness consists of five dimensions, namely teaching sense of achievement, teaching itself, student management, social support, Education reform and self-improvement. The scale of the coefficient of 0.658 ~ 0.876, in line with psychometric standards. the use of confirmatory factor analysis, GFI = 0.924, RMSEA = 0.05, 2/df = 2.183, shows the scale has good construct validity. Conclusion : The scale can be used as assessment tool for secondary school teachers of happiness.

Keywords junior high school teacher happiness Validity

All along, people are more concerned about the quality of teachers, teaching effectiveness, and quality of life of teachers has been ignored in this study well-being of the two integrated Research approaches, using qualitative interviews explored the well-being of junior high school teachers structural model, and to prepare for junior high school teachers out of a sense of well-being scale.

Object and method
1.1 Object
This study used cluster sampling method, Zhengzhou City, Henan Province, collected, a total of nine Luohe 300 junior high school teachers, the use of school facilities open regular meeting time for group measurements, 284 valid questionnaires.

1.2 Research steps
(An open-ended questionnaire and qualitative interviews with selected teachers in 60 schools in Zhengzhou was open-ended questionnaire, the analysis results of the pre-interview outline, for 2 to 3 cases of pre-interview, the revised pre-interview outline, and ultimately the formation of outline a formal interview (2 data analysis and coding of this study nearly 12 million words transcribed text, the shortest interview was 25 minutes, up to 90 minutes to confront the results of interviews coded, summed, and finally to determine the core category for teaching success sense, the teaching itself, student management, social support, Education reform, self-improvement six categories (3 projects are classified and summarized according to interviews to determine the dimensions of secondary school teachers of happiness, compiled 43 questions of the questionnaire, four-point rating scale (4 forecast. A cluster sampling method, taking Zhengzhou, Luohe two middle school teachers, 106, by the Researchers as the main trial, the use of school facilities open regular meeting time for group measurements , on-site collected the questionnaires, 97 valid questionnaires were. be ranked according to score, with scores of 27% as high and low level of the standard group, remove the difference in the level of grouping is not displayed on the subject of two, preserving the project's degree of good questions to identify items (5) confirmatory factor analysis to confirmatory factor analysis method to do further analysis of the project, remove the 11 projects, 32 projects, including the final form of the questionnaire. official Surveying 300 questionnaires, 284 valid questionnaires. (6 statistical analysis tools using SPSS 13.0 and Amos 4.0 program for data analysis, confirmatory factor analysis, reliability analysis approach.

2 Results
(1 reliability test using Cronbach consistency coefficient (Cronbach test of reliability indicators of the dimensions, subscale internal consistency coefficient of 0.658 ~ 0.876, in line with psychometric standards (2 Validity of the use of confirmatory factor analysis of the junior high school teacher conducted a questionnaire happiness construct validity of the analysis, GFI above 0.85, RMSEA equal to 0.05, 2/df ratio of less than 5, and the indicators to be reached on better level, indicating that the questionnaire has good construct validity.

3 Discussion
3.1 teachers to discuss the structure of well-being
In this study, to break the pattern of previous studies, using a combination of qualitative and quantitative methods, through open-ended questionnaire, interviews and qualitative data analysis steps to determine the secondary structure model of well-being of teachers into six dimensions.

(1 teaching a sense of accomplishment in the teacher interviews, teachers mentioned that the first work that many teachers feel happy things mainly from teaching, as students progress through the efforts of the teachers or students to make a significant changes, etc. for teachers, teaching is the basic business requirements, the effectiveness of teaching is good or bad directly reflects the ability of teachers and levels, teachers, the main source of happiness a sense of accomplishment from teaching.

(2 teaching itself. Only one person at work, enjoy the fun can really experience the work is a pursuit of a career. A person who truly loves the teaching profession, the work is warm, students are responsible, of teaching itself is a favorite, more experience at work is happy.

(3) Student management. Junior high school students in the youth rebellion period, management is difficult for teachers to reflect common problems. Parents Education students into the school, teachers manage a limited number of student effort, and now teachers and parents, lack of effective communication between This has implications for the management of students no matter how deep your knowledge, poor management students, it will affect teaching effectiveness, to a negative impact on the growth of students. Links to free download http://www.hi138 . com
(4 social support and many studies have shown that between social support and well-being is related to the teacher's social support is high, the family of the harmony, harmonious relationship between colleagues, friends, good relationships, high well-being on the contrary, low social support , poor interpersonal relationships, affects not only teaching, but also affect the teacher's sense of happiness.

(5 monotonous repetition of the long-term reform of teaching so that teachers have easy work burnout, while teaching reform can not only stimulate the teachers 'numbness and fatigue, "but also can fully mobilize the enthusiasm of teachers and students and enhance teachers' sense of happiness.

(6 self-improvement. To give students a glass of water, their own have a bucket of water, while water is derived from the study, teachers have to keep learning, to master the latest news, update their knowledge, be willing to listen to teachers lecture students, teachers can continue in the teaching to experience happiness and joy.

3.2 questionnaire reliability and validity
Preparation of junior high school teachers in this study well-being scale projects by drawing on relevant scales, open questionnaires, qualitative interviews, audits and other experts analyzed together, to better reflect the well-being of junior high school teachers, the main dimensions, can effectively junior high school teacher's well-being measured, but this study also has shortcomings, first of all is the lack of other external criterion, can not calculate the scale of criterion validity, followed by a single sample for Henan Province, scale can be further promotion of Research.


References
[1] Feng Bolin. Teacher job satisfaction and the influencing factors. Education Research, 1996 (2) :43-49.

[2] Wang Hongming. Outskirts of primary and secondary school teachers in happiness survey [J]. Chinese Journal of Health Psychology, 2006.14 (5) :508-510.

[3] Matthew B. Miles, A. Michacl Huberman. Qualitative data analysis [M]. Methods and Practice, Chongqing: Chongqing University Press, 2008.

Links to free download http://www.hi138.com