Positive psychology emphasizes positive well-being leading to a flourishing life with meaning.Teachers’ well-being plays a central role in teachers’ performance and achievement of students. Teachers’ well-being，recognized as teaching work related well-being，refers to teacher’s positive evaluations of and healthy functioning in their work environment and teachers self efficacy refers to a judgment of teachers ’capabilities to bring about desired outcomes of student engagement and learning. Objective in this study is to test empirically the influence of teacher well-being (TWB) and Teachers’ Sense of efficacy (TSE) as predictors among college teachers in Ningxia of China. Instruments involved are Teacher Well-being Scale (Collie, 2015) and Teacher Sense of Efficacy Scale (Tschannen-Moran, M., 2001). Findings show that the coefficient between TWB and TSE is 0.276; Meanwhile, a regression analysis between TWB and TSE is also employed to confirm the influence of TSE toward TWB. The research results indicated that there is a significance in the linear regression analysis (P<0.001), presenting a positive correlation between teachers’ well-being and teachers self efficacy in this region. In this survey, sample of 400 teachers from the western part of China---Ningxia Region yielded the above result. Positive personal traits such as self efficacy can contribute to teacher-well-being. Promoting teacher well-being not only enhances teaching quality but also has a significant follow-on effect in cultivating students’ perception of well-being, even in scaffolding their future development such as emotional expression, motivation, and academic achievement, as well as promoting teacher’ sense of efficacy.

Keywords

well-being, self efficacy, education, positive psychology, teacher

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Mrs. Guoying Zhang