Multiple abilities and subjective well-being of Taiwanese kindergarten teachers

Mei-Hue Wei1
1Professor, Department of Early Childhood Education, National Taichung University of Education, Taiwan
Cite this article:  Wei, M.-H. (2013). Multiple abilities and subjective well-being of Taiwanese kindergarten teachers. Social Behavior and Personality: An international journal, 41(1), 7-16.

Volume 41 Issue 1 | e2780 | Published: February 2013 | DOI: https://doi.org/10.2224/sbp.2013.41.1.7

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In this study I analyzed self-rated subjective well-being and multiple abilities of 1,200 Taiwanese kindergarten teachers who came from various backgrounds. Results showed that levels of social intelligence, practical intelligence, and teaching efficacy were significantly higher for the kindergarten teachers who were married than they were for the kindergarten teachers who were not married. In addition, kindergarten teachers who had religious beliefs scored significantly higher on the scale of subjective well-being than did those who had no religious beliefs. Furthermore, the results indicated significant relationships among teachers’ multiple abilities and their subjective well-being.

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