本研究遵循量化研究方式，选取唐山市曹妃甸区六所中小学为样本，共发放问卷340份，收回问卷329份，有效问卷329份，对中小学教师学生观和教师职业幸福感的关系进行了研究和探讨，主要得出以下结论：1.中小学教师学生观是一个多维度的内容结构，包括学生本质观、学生发展观、学生角色观和学生评价观维度。中小学教师职业幸福感包括工作成效、工作热情、身心健康、组织承诺、同事关系五个维度。2.中小学教师学生观从人口变量学角度进行研究和探讨。不同教龄、年龄、学历、职称、学校位置教师学生观各维度不存在显著差异。不同性别教师在学生角色观维度上存在显著差异。不同类型学校教师在学生本质观和学生发展观维度上存在显著差异。3.中小学教师职业幸福感从人口变量学角度进行研究和探讨。不同性别教师在同事关系维度存在显著差异。不同教龄的教师在工作成效、身心健康、组织承诺维度上存在显著差异。不同职称教师在同事关系维度存在显著差异。不同学校位置的教师在组织承诺维度上存在显著差异。不同年龄、学历教师在职业幸福感各维度上不存在显著差异。4.中小学教师学生观和教师职业幸福感之间的关系进行研究和探讨。学生本质观与教师职业幸福感呈显著正相关。学生发展观与教师职业幸福感呈显著正相关。学生评价观与教师职业幸福感呈显著正相关。其中学生本质观维度与职业幸福感的工作成效、同事关系、组织承诺、工作热情维度呈显著正相关。学生发展观维度与教师职业幸福感的工作成效、同事关系、组织承诺、工作热情维度呈显著正相关。学生评价观维度与职业幸福感的工作成效、同事关系、组织承诺、工作热情维度呈显著正相关。学生角色观与职业幸福感的工作成效维度呈显著正相关。学生观与教师职业幸福感呈显著正相关。

Based on the quantitative research method, the thesis selected six primary and secondary schools in Caofeidian District, Tangshan as samples. 340 questionnaires were distributed, 329 questionnaires were taken back and 329 questionnaires were valid questionnaires. Through researching and discussing the relationship between teachers’ outlook on students and teachers' professional wellbing of primary and secondary school teachers, the thesis draws the following conclusions:1.Primary and Secondary School teachers’ outlook on students is a multi-dimensional content structure, including the essential view, development view, role view and evaluation view of students. There are five dimensions of primary and secondary school teachers’ professional wellbeing including working effect, working enthusiasm, physical and mental health, organizational commitment and colleague relationship.2.The research and discussion on primary and secondary school teachers’ outlook on Students is from the aspect of population variable. There is no significant difference of teachers’ outlook on Students dimension among teachers of different teaching ages, ages, educational backgrounds and school position. The dimension of student role view for different gender teachers is significantly different. The dimension of student essence view and student development view for teachers from different types of schools are significantly different. 3.The research and discussion on professional happiness of primary and secondary school teachers come from the aspect of population variable. The dimension of colleague relationship for different gender teachers is significantly different. The dimension of working effect, physical and mental health and organizational commitment for teachers of different teaching age has significant difference. The dimension of colleague relationship for teachers of different professional title is significantly different. The dimension of organizational commitment for teachers of different school position is significantly different. There is no significant difference on professional happiness among teachers of different teaching ages, educational backgrounds and position.4.The research and discussion do a study on the relationship between students view and professional wellbeing of primary and secondary school teachers. There is a significant positive correlation between student essence view and teachers’ professional wellbeing. There is a significant positive correlation between student development view and teachers’ professional wellbeing. There is a significant positive correlation between student assessment view and professional happiness. There is a significant positive correlation between student essence view dimension and professional wellbeing, including working effect, colleague relationship, organizational commitment and working enthusiasm dimension. There is a significant positive correlation between student development view dimension and professional wellbeing, including working effect, colleague relationship, organizational commitment and working enthusiasm dimension. There is a significant positive correlation between student evaluation view dimension and professional wellbeing, including working effect, colleague relationship, organizational commitment and working enthusiasm dimension. There is a significant positive correlation between student role view dimension and working effect of professional wellbeing. There is a significant positive correlation between student view and professional wellbeing.