To design a quantitative survey study, it is necessary to first draw up theoretical hypotheses. Then, a survey with appropriate samples will be conducted and measurement instruments will be used. Finally, the hypotheses can be validated using quantitative statistical analyses of the data. These two hypotheses are used to create this study. Then, a survey is conducted online in China with convenient sampling in Chinas private schools and the measurement instruments from OECD. Finally the data is validated with data to identify the unique factors that impact the well-being teachers in private schools. There will be discussion of the results at the end.
Participants
The study used convenient sampling and online surveys to select the participants. These were language teachers at private colleges in China. The selection procedure is as follows. We first created the survey questionnaire on a popular online survey site called Questionnaire Star (https://www.wjx.cn/To get a link for access, you can use the following code in China: We also created a password that would prevent hackers from gaining access. We then began to contact the deans of foreign language colleges/departments at private colleges throughout the country. This study’s first author, who was also a former dean at a private college, met many other deans at previous national conferences. With help from various sources, he sent the link to 60 schools and got active response from 58, which are located in 22 provinces/municipalities across mainland China. The link was then sent to the 58 deans via their QQ or Wechat groups. Teachers completed the questionnaire anonymously on their smartphone, tablet, or PC. The survey was completed in January 2021, just before the end of the school term. We collected 1161 questionnaires, all from full-time teachers who are not affiliated to any private college. They are all valid and complete. Table 1 shows the profiles of teachers. As you can see, this group of teachers consists mainly of females (83.81%), with education as a master (83.98%), academic titles like lecturer (53.14%), associate prof (24.46%), assistant (20.67%), teaching years below 20 (95.01%). These sample features are very similar to the descriptions in previous literature.8,32,33. The steps for selecting participants are consistent with the requirements of quantitative studies. The demographic proportions of participants can be used to represent the entire body, as described in previous surveys. Therefore, the participants in this study can be considered reasonable and acceptable.
Instruments
To measure teacher well-being, and the working environment in private schools in terms of job demand and job resources, we use the PISA2021-teacher questionnaire. The questionnaire also asks for information about the demographics of participants (see Table 1).
Measurement of demographics
Participants are asked to choose gender, age, and education from 2030, 3140 or 4154,55. They also have to select a Bachelor, Master, Doctor, and a title from Assistant, Lecturer or Associate Prof., Professor. They can also select the teaching years from 5, 610-1120, 2130,31.
Measurement of self-perceived feelings of well-being
OECD proposes a conceptual framework for teacher well-being31The following summarizes the many aspects of teacher occupational well-being. The framework identifies four dimensions of teacher well-being: cognitive, subjective and physical/mental. Cognitive well-being can be measured by teachers ability to focus on work (how many teachers experienced mindfulness over the past week), self-efficacy at teaching, in class management, and in student engagement (to how much teachers can do well). Subjective indicators include teachers job satisfaction (how satisfied teachers feel about their work), life satisfaction (how happy they are with their lives), affects (moods and moods in the past 2 weeks), and purposefulness (senses and plans for the future). Psychosomatic symptoms, headaches, insomnia, fatigue, anxiety, dizziness and dizziness), irritability, irritability, and feeling downFor social well-being, teachers’ relationships with students, leaders, and colleagues are taken into account. The four dimensions of well-being were combined to create the overall well-being.
Measurement of self-perceived job requirements and job resource needs
The OECD framework offers questionnaires to measure school environment quality. These indicators are used to assess job demands. They include yearly teaching hours, pressure for academic work, daily working hours and class size (the number and perceptions of students in a classroom), teacher knowledge base (teachers’ perceived knowledge base of students) and performance evaluation (schools evaluations on teachers performance and achievements). While indicators for job resource are work autonomy (perceived what much), training opportunities (how satisfied and helpful), appraisal feedback, whether feedback is given on evaluations and how useful), and social support from leaders or colleagues (perceptions
In December 2020, 297 Chinese language teachers participated in a pilot survey using the draft questionnaire. After clarifying some vague items and deleting others based on the scale analysis with Cronbach Value if deleted, a final questionnaire was created with four sections. Section one collects demographic information from respondents such as gender, age and seniority. Section two, which includes items measuring the four dimensions, is the main portion of the questionnaire survey. The third section examines factors that have an impact on job requirements and job opportunities. Section four provides information about teachers’ perceived stress / burnout, and their motivation to leave teaching. Sections two to four contain statements about teachers’ perceived stress / burnout and motivation to quit teaching. Items related to frequencies are coded according to a 5-point Likert scale. Items related to frequencies are coded according to 5 scales.12), Class size (select one). 30, 3150. 51100. 101150. 151200.>200), appraisal feedback (select from none feedback, feedback with rank and score, feedback with rank and score and improvement advice), perceived stress at work (select one between 0 and 10), motivation to quit teaching (yes/no to leave teaching) are all tested exclusively.
SPSS 23.0 was used for the analysis of the internal consistency of the final scales. Cronbach Alpha value is 0.86 (33 items), with Alpha values of cognitive well-being at 0.70 (9 items), subjective good-being at 0.88 (8 Items), and social good-being at 0.91 (11 Items). A scale with a Cronbach Alpha value of 0.70 or more indicates internal consistency. All the Alpha values that exceed the criteria 0.70 indicate good and acceptable reliability.
For validity, the study used scales and teachers well-being frameworks reported by OECD. They were reasonably valid in content validity. To assess construct validity, we used exploratory factor analysis. It was found that KMO values of overall well-being as well as cognitive well-being and subjective well-being are respectively 0.86, 0.87 and 0.82. Furthermore, all Bartletts Test of Sphericity results are statistically significant. P<0.001. Confirmatory factor analysis was applied to determine the validity and acceptability of the scales with AMOS24.0. All four measurement methods were then tested acceptable with all the statistically significant critical ratio values (P0.01) and all path coefficients greater than 0.50. Finally, the scale validity is measured according to the traditional method.34We calculated the values of AVE (Average Deviance Extracted) & CR (Composite Resiability) using the path coefficient values. The AVE values for the four dimensions are 0.50, 0.55 and 0.50 (all equals above 0.5), while the CR values are 0.84, 0.90 and 0.86 (all above 0.7). It is a sign of sound convergence and construct validity for the well-being scales.
Statistic analysis
First, we use SPSS 23,.0 to perform descriptive statistics analyses to determine the mean, standard deviation, and four dimensions for teacher well-being. This allows us to examine the main characteristics and level of teacher health.
Independent samples t-test and one way ANOVA were used to determine if there are significant demographic differences in self-reported well being due to the homogeneity and normality of the distributions of aggregate variables of wellbeing dimensions. Demographic variables like age, education level, etc. These variables are included as independent variables. However, aggregate overall well-being and each dimension of well-being are included in the ANOVA analysis and T test as dependent variables.
Multiple linear regression analyses are used for the impacting factors. These include the four dimensions and teacher aggregate well-being. They are both put into the multivariate analysis model as dependent variables. In the assumed linear regression models, variables on job demand and job resources are considered independents. Model fit and collinearity diagnostics are marked as statistics. Standardized or unstandardized are selected for the Predicted Values group and Standardized for the Residuals. Comparing the unstandardized coefficient (B SE), standard coefficient (Beta), and t pWe try to identify the impacting factors and their strength in order to determine values.
Ethics
The Ethics Committee of Central China Normal University approved this study. All procedures were conducted in accordance to the Declaration of Helsinki, and other relevant policies in China. All participants signed up to participate in the study voluntarily and with informed consent. Participants were able to withdraw from this study at any moment. The questionnaire was designed and used to protect anonymity. The data were kept confidential and participants were anonymous. There was no risk to the integrity or confidentiality of the subjects.
