A Study on Subjective Well-being, Social Support and Self-esteem of Teachers - Focused on Preservice Early Childhood Teachers in Busan

Abstract

The purpose of this study was to investigate the relative influences of subjective well-being and social support of self-esteem of preseivice early childhood teachers. Three-hundred and forty nine preservice early childhood teachers responded to self-reported questionaire on subjective well-being, social support, and self-esteem. Data were analyzed by statistical techniques such as multiple regression utilizing SPSS 21.0 program. The major findings of this study could be summarized as follows. First, preservice early childhood teachers reported higher scores than average on subjective well-being, social support, and self-esteem. Second, both subjective well-being and social support were positively related to self-esteem in terms of the total scores in correlation coefficient and subcategories among variables. Third, it was found that the degree of subjective well-being and social support could explain and predict the degree of self-esteem. These findings suggested that the variables of subjective well-being and social support were useful predictors on self-esteem of preservice early childhood teachers. Thus, it is necessary to develop the intervention programs for enhancing subjective well-being and social support in the level of teacher training program.