教师职业幸福感是教师根据自己内化的价值观,对自己教育教学生活中的创造性的发挥、潜能的激活、个体需求的满足等所带来的长久、积极的情绪体验。通过国内权威机构的调查,当前中小学教师职业幸福感普遍偏低,而导致教师职业幸福感低的主要原因有两方面:一是教师的自身原因,即造成教师职业幸福感降低的内因,主要包括教师的职业倦怠,教师的自我效能感低,教师缺乏职业感情等;二是教师的生活所处的场域,即导致教师职业幸福感弱的外在原因。主要包括教师的社会地位和经济收入,学校环境因素、家庭环境因素等。为此,笔者从社会、学校、个人三个方面提出了一些提升教师职业幸福感的策略。 Teachers’ professional well-being is a long-term and positive emotional experience brought by teachers according to their own internalized values, their creative play in teaching and learning life, activation of their potentials and satisfaction of individual needs. Through the investigation of domestic authorities, the current primary and secondary school teachers’ professional well-being is generally low, and the main reasons leading to the low professional happiness among teachers are twofold: First, the teachers’ own reasons, that is, the internal factors that lead to the decline of teachers’ professional well- Including teachers’ job burnout, teachers’ low self-efficacy, teachers’ lack of professionalism and so on. Second, the external factors that lead to the teacher’s professional well-being are the fields in which teachers live. Including teachers’ social status and economic income, school environment factors, family environment factors. To this end, the author from the community, schools, and individuals put forward some strategies to enhance teachers’ professional happiness.