Introduction

Wellbeing or happiness has been a paramount concern of thinkers since ancient times as witnessed in much of Greek philosophical writings (Keyes, 2006), and Aristotle has been cited as the first one who wrote that wellbeing is the whole aim and end of human existence (Csikszentimihalyi, 1990, 1999). Such concern has been followed by the researchers of the modern psychology and economics, and became a topic of scientific inquiry rather than philosophical analysis. A growing number of studies on wellbeing broaden the field into an interdisciplinary one.

Although the wellbeing researches paradigms or traditions have evolved separately (Keyes, Shmotkin, & Ryff, 2002), connections between the two are obvious. Both two paradigms focus on an individual person, regardless of personal feeling of happiness or personal growth. Adopting a cultural psychological approach, Lu and Gilmour (2004) suggest that conceptions of happiness is embedded in culture, and wellbeing in Euro-American culture is more individual oriented rather than socially oriented. Another study of Lu(2001) also finds that happiness in the Chinese culture is a state of being "where one maintains a harmonious relationship with oneself, and with the environment"(p. 419). Another interesting phenomenon is that there seems a propensity of including the causes of wellbeing in its conceptions when Chinese people discuss happiness, and benefiting other people and society is of fundamental importance to one's wellbeing. In other words, Chinese or Asian people view wellbeing from a perspective of relationship or "others" instead of a perspective of individual or "I".

This study will focus on the complex and changeable educational field,approach teachers,make cautious inquiries about the connotation and value of teacher professional well-being. And this study also expect to find the localized meaning of teacher wellbeing from the perspective of Chinese culture.

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