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.
Highlights
Since the end of the 20th century, after Seligman proposed positive psychology, psychologists have begun to look at the potential, motivation, and abilities of people with a more open and appreciative attitude (Seligman and Csikszentmihalyi, 2000; Sheldon and King, 2001)
To fill in the gaps, we investigated subjective well-being (SWB) of special education teachers in China and mediating reaction was explored on the mediating effect of self-efficacy between social support and their SWB of special education teachers
SWB score of special education teachers in China was at a medial level among teachers, since the average score of elementary education teachers was 73.2 (Xin et al, 2021)
Summary
Since the end of the 20th century, after Seligman proposed positive psychology, psychologists have begun to look at the potential, motivation, and abilities of people with a more open and appreciative attitude (Seligman and Csikszentmihalyi, 2000; Sheldon and King, 2001). As one of the important contents of positive psychology, subjective well-being (SWB) has attracted the attention of scholars all over the world. SWB benefits individuals in many aspects such as health and longevity, work, income, and friendship (Diener and Ryan, 2009; Diener and Chan, 2011). SWB was the overall feelings and judgments of an individual about their quality of life, which was based on their subjective standards. It has the characteristics of subjectivity, stability, integrity, etc. Its components include satisfaction with personal life and important fields in life, positive emotional experience and low-level negative emotional experience (Diener et al, 1999)
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