Chinese middle school teacher job satisfaction and its relationship with their moving

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Abstract

This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle school teachers were dissatisfied with their job in general. (2) Younger, less-experienced, junior teachers were more satisfied. Most groups of teachers were more satisfied with their working conditions, but less satisfied with income. (3) The sub-factors of leadership, professional opportunities, working conditions, and income had significant relationships with teachers’ future career planning. The reasons contributing to job dissatisfaction and teacher retention in schools are discussed. Copyright © 2010 Education Research Institute, Seoul National University, Seoul, Korea.
Original languageEnglish
Pages (from-to)263-272
JournalAsia Pacific Education Review
Volume11
Issue number3
DOIs
Publication statusPublished - Sep 2010

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job satisfaction
teacher
working conditions
career planning
income
SPSS
research facility
school
Korea
leadership
questionnaire
community
education

Citation

Chen, J. (2010). Chinese middle school teacher job satisfaction and its relationship with their moving. Asia Pacific Education Review, 11(3), 263-272. doi: 10.1007/s12564-010-9085-1

Keywords

  • Teacher retention
  • Moving
  • Factors of job satisfaction