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 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.

Automated summary

This study explores the relationship between social support, self-efficacy, and subjective well-being of special education teachers in China. The results showed that the subjective well-being of these teachers was at a moderate level. There were significant differences in subjective well-being based on gender, teacher position, education background, and teaching age. Additionally, self-efficacy partially mediated the relationship between social support and subjective well-being. The article discusses suggestions for improving the subjective well-being of special education teachers.