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Subjective well-being of special education teachers in China: The relation of social support and self-efficacy

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 w...

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Main Authors: Fu, Wangqian, Wang, Lihong, He, Xiaohan, Chen, Huixing, He, Jiping
Format: Article
Published: Frontiers Media 2022
Subjects:
BF Psychology
Online Access:http://eprints.um.edu.my/33355/
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spelling my.um.eprints.333552022-08-08T00:06:10Z http://eprints.um.edu.my/33355/ Subjective well-being of special education teachers in China: The relation of social support and self-efficacy Fu, Wangqian Wang, Lihong He, Xiaohan Chen, Huixing He, Jiping BF Psychology 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. Frontiers Media 2022-02-15 Article PeerReviewed Fu, Wangqian and Wang, Lihong and He, Xiaohan and Chen, Huixing and He, Jiping (2022) Subjective well-being of special education teachers in China: The relation of social support and self-efficacy. Frontiers in Psychology, 13. ISSN 1664-1078, DOI https://doi.org/10.3389/fpsyg.2022.802811 <https://doi.org/10.3389/fpsyg.2022.802811>. 10.3389/fpsyg.2022.802811
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic BF Psychology
spellingShingle BF Psychology
Fu, Wangqian
Wang, Lihong
He, Xiaohan
Chen, Huixing
He, Jiping
Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
description 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.
format Article
author Fu, Wangqian
Wang, Lihong
He, Xiaohan
Chen, Huixing
He, Jiping
author_facet Fu, Wangqian
Wang, Lihong
He, Xiaohan
Chen, Huixing
He, Jiping
author_sort Fu, Wangqian
title Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
title_short Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
title_full Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
title_fullStr Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
title_full_unstemmed Subjective well-being of special education teachers in China: The relation of social support and self-efficacy
title_sort subjective well-being of special education teachers in china: the relation of social support and self-efficacy
publisher Frontiers Media
publishDate 2022
url http://eprints.um.edu.my/33355/
_version_ 1740826024286879744
score 13.211869

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