The Influencing Factors of Teachers’ Subjective Well-being in Ningyang No. 1 Middle School

Abstract

Subjective well-being (SWB) refers to an individual’s self-reported evaluation of their own life, encompassing cognitive judgments of life satisfaction and affective experiences of positive and negative emotions. In China-Mainland, the issue of lower subjective well-being of teachers has attracted increasing attention from researchers. Prior literature suggests that the subjective well-being of teachers is affected by multiple factors, including career identity, perceived social support, and psychological resilience.
Given the above considerations, this study conducted a questionnaire survey to examine how career identity, perceived social support and psychological resilience affected teachers’ subjective well-being in Ningyang No. 1 Middle School.
This study was a quantitative study. With ninety-six teachers from Ningyang No. 1 Middle School as participants, a questionnaire survey was conducted to examine the influences of career identity, perceived social support, and psychological resilience on subjective well-being. Linear regression analysis results showed that teachers with greater career identity were more likely to experience greater subjective well-being. Perceived social support and psychological resilience are both protective factors for teachers’ subjective well-being. The more social support is perceived, the more likely teachers were to experience greater subjective well-being. Additionally, teachers with a higher level of psychological resilience were more likely to experience greater subjective well-being.
This study demonstrates that professional identity contributes to teachers’ subjective well-being. Perceived social support and psychological resilience are conducive to enhancing teachers’ subjective well-being. According to the results of this study, in order to enhance teachers’ subjective well-being, schools should enhance teachers’ career identity, provide more social support to teachers, and encourage teachers to develop their own psychological resilience.

Keywords: subjective well-being, career identity, perceived social support, psychological resilience

6717195026 Lu Ruying, 2568 (2025). Advisor: ดร.จิดาภา ชลธารรัตนพงศ์ – Dr. Jidapa Chollathanrattanapong, สารนิพนธ์ (Independent Study), The Influencing Factors of Teachers’ Subjective Well-being in Ningyang No. 1 Middle School, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย