Chinese Teachers’ Job Satisfaction and Professional Engagement

Abstract

This study aims to examine the key factors influencing teacher job satisfaction and professional engagement among educators in China, with the objective of shedding light on the intricate relationship between these dimensions within the educational context. The study comprises a sample of 262 primary and secondary school teachers, situated in the region of Northern Guangdong, China. The study utilizes the Work Engagement Scale, Work Values Scale, and Job Satisfaction Scale to assess various aspects of the research topic. To get meaningful results, the study applies rigorous statistical methods such as t-tests, F-tests, correlation analyses, and regression analyses. These analytical techniques are used to gain valuable insights from the data. The findings highlight a critical need for the implementation of comprehensive policy initiatives. Teachers demonstrate significantly diminished levels of satisfaction, especially in relation to remuneration, workload, availability of classroom materials, presence of supportive leadership, and the equilibrium between professional and personal life. Simultaneously, their level of professional involvement in domains related to their dedication to student achievement, passion, introspective approach, originality, and support for education is notably lacking. The results of this research provide insight into the need of implementing transformational policies that focus on improving teacher job satisfaction and professional engagement in order to strengthen the foundation of excellent education in China.