A Review of Literature Research on Teachers’ Job Satisfaction and Its Effect on Job Performance

Wang Li; Ali Khatibi; Jacqueline Tham

doi:10.54097/4fpc0260

Authors

Wang Li
Ali Khatibi
Jacqueline Tham

DOI:

https://doi.org/10.54097/4fpc0260

Keywords:

Teachers’ job satisfaction, Job performance, Literature review

Abstract

This paper systematically reviews the relevant research on the relationship between teachers' job satisfaction and job performance, focusing on the dynamic interactions among the work environment, workload, satisfaction, and performance. Based on empirical research conducted in private universities in China and combined with international literature, it explores theoretical frameworks (such as Spillover Theory and the Job Demands-Resources Model), the mediating effects, and the impact of cultural context on teachers' professional development. The findings reveal that a positive work environment and a reasonable workload significantly enhance performance through job satisfaction as a mediator, while excessive workload and poor environments lead to burnout. Furthermore, this paper suggests that future research should focus on non-economic factors, technological interventions, and cross-cultural comparisons to refine educational management strategies.

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