Research On the Relationship Between Personality Traits and Subjective Well-being of Young University Teachers in Guangdong-Hong Kong-Macao Greater Bay Area
粵港澳大灣區 ; 高校青年教師 ; 人格特質 ; 主觀幸福感
Guangdong-Hong Kong-Macao Greater Bay Area ; Young teachers in colleges and universities ; Personality traits ; Subjective well-being
Since the 1950s, continuous research has been conducted on subjective well-being, which has now become a global focal point. This study investigates and analyzes the current status and existing issues regarding the subjective well-being of young teachers in universities and colleges within the Guangdong-Hong Kong-Macao Greater Bay Area, taking into account theoretical advancements and practical challenges. It aims to understand variations in subjective well-being among young teachers from diverse backgrounds within this region while considering personality traits as internal factors influencing their subjective well-being. Additionally, it explores the relationship between these factors and examines external influences on subjective well-being to further analyze its nature. Ultimately, strategies and suggestions are proposed for effectively enhancing the subjective well-being of young teachers in universities and colleges within the Guangdong-Hong Kong-Macao Greater Bay Area.
In order to achieve the research objective, this study adopts top-down theory and purpose theory as the theoretical foundation. It defines the structure and connotation of subjective well-being and designs a questionnaire on personality traits and subjective well-being for young university teachers. A total of 351 samples were collected from young university teachers in the Guangdong-Hong Kong-Macao Greater Bay Area. Through the quantitative research results of description analysis, difference analysis, correlation analysis, impact analysis, structural equation model analysis, this paper further investigates the subjective well-being of young teachers in universities and colleges in the Greater Bay Area, as well as its influencing factors. The main research findings are summarized as follows:
First, the overall subjective well-being of young teachers in universities and colleges in Guangdong-Hong Kong-Macao Greater Bay Area has certain room for improvement, as shown in the average score of a single question in the scale of subjective well-being is 3.762, which is lower than the median, and the mean value of life satisfaction dimension is the lowest, indicating that young teachers in universities and colleges in Guangdong-Hong Kong-Macao Greater Bay Area are not satisfied with their life status, work, interpersonal and family relationships. The mean value of their personality traits is also lower than the median, only 3.528, among which the agreeableness level is the weakest. In other words, young teachers in universities and colleges in the Greater Bay Area have low willingness to cooperate with others, lack sufficient sympathy and tolerance for others, and are not good at avoiding conflicts.
Second,there are variations in personality traits and subjective well-being among young teachers in the Greater Bay Area with different background variables. Specifically, significant differences exist in personality traits and subjective well-being based on gender, age, education level, teaching experience, professional title, and school level; however, no significant differences were found regarding marital status among young teachers' personality traits or subjective well-being.
Third, there is a significant positive correlation between personality traits and subjective well-being of young college teachers in the Guangdong-Hong Kong-Macao Greater Bay Area, and the correlation values are between 0.3 and 0.5, indicating a moderate positive correlation.
Fourth, the subjective well-being of young college teachers in the Guangdong-Hong Kong-Macao Greater Bay Area is influenced by both internal and external factors. From an external perspective, key factors include education level, teaching experience, professional title, and school ranking. Internal factors mainly consist of gender, age, and personality traits.
Currently, young teachers in universities and colleges within the Greater Bay Area face several challenges: (1) They lack sufficient time and energy to enhance their academic qualifications and quality due to numerous teaching responsibilities; additionally, they have limited platforms and opportunities for growth. (2) Promotion prospects are highly competitive and challenging. (3) Heavy scientific research tasks significantly restrict personal space leading to inadequate physical and mental health; consequently resulting in decreased life satisfaction. (4) Female teachers encounter difficulties such as workplace discrimination. (5) Insufficient ability to manage life effectively combined with high life pressure among young teachers leads to inadequate subjective well-being that requires urgent improvement.
Based on the research findings, this study proposes suggestions for enhancing learning abilities: (1) At present, it is urgent to deeply study and discuss the protection of the rights and interests of female teachers in colleges and universities from multiple aspects such as system and culture, in order to create a more just, equal and conducive to career development environment for them, and truly "give preferential treatment" to women;(2) Young teachers in colleges and universities can combine their own characteristics to develop the positive part of their personality traits, enhance their openness, agreeableness, conscientiousness and extroversion, and reduce the neuroticism level, so as to increase the positive and beneficial components of personality traits, so as to achieve the purpose of enhancing their subjective well-being.
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