In order to explore the relationship of social support, self-efficacy, and subjective well-being of special education teachers in China, 496 teachers from 67 special education schools were surveyed by questionnaire. We found that the subjective well-being of special education teachers in China was in the medial level. There were significant differences in subjective well-being level among teachers of different genders, teacher position, education background, and teaching age. Male teachers were of higher subjective well-being; subjective well-being of head teachers was lower (...) than those were not head teachers; teachers with the educational background of postgraduate were of higher relaxation and tension than those with junior college educational background; the control scores of emotion and behavior of teachers with teaching age of 3 years and below were significantly lower than those of teachers with teaching age of more than 10 years. Self-efficacy played a partially mediating role in the relationship between social support and subjective well-being of special education teachers. Suggestions to improve the subjective well-being of special education teachers were discussed in the article. (shrink)

ObjectiveThe study aims to discuss the longitudinal impact of the parent-teacher relationship on students’ academic achievements in China.MethodBased on the China Education Panel Survey, covering the data from 438 classes of 112 schools in 28 county-level administrative areas in China, we used the hierarchical linear model to analyze the data.ResultsWe found that the parents’ active communication with teachers, parents’ participation in parent meetings, teachers’ active contact, whether parents are afraid to communicate with teachers, and parents’ willingness to participate in parent (...) meetings have significant relationships with students’ academic achievements. At the class level, the extent of teachers’ stress from parents’ requests and teachers’ perception of respect from parents also affected students’ academic achievements significantly in the Chinese context.ConclusionThere was a longitudinal association between the parent-teacher relationship and students’ academic achievements. The practical implication was discussed in the paper. (shrink)

China is experiencing high social inequality accompanying influential education reforms. The Independent Freshmen Admission policy was one of the multiple strategies in higher education reforms in China against the social context of high social inequality and the expansion of higher education. By comparing students admitted through IFA with those admitted by the National College Entrance Examination, we examined how family advantages contributed to higher education inequality in terms of educational opportunity, process, and results. Using data from an elite university in (...) Beijing, we found that: Family advantages improved a student’s likelihood of being admitted through IFA, exhibiting opportunity inequality. No significant difference in academic grades existed between the students admitted through IFA and NCEE. In comprehensive quality, however, those recruited through IFA performed significantly better than those admitted through NCEE. Family social capital not only increased the likelihood of students being admitted through IFA but also, through direct and indirect effects, increased their comprehensive quality performance in terms of receiving student association and social practice awards. (shrink)