Stanford Center on China's Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA.
Int J Environ Res Public Health. 2022 Mar 16;19(6):3537. doi: 10.3390/ijerph19063537.
Extant research continues to establish the importance of teacher job satisfaction to student performance, yet teacher job satisfaction remains under-investigated in rural China. In this paper, we examine the prevalence and correlates of teacher job satisfaction. Using data from 634 teachers across 120 schools in rural China, we find an alarmingly high prevalence of teacher job dissatisfaction: roughly 21% of rural teachers were less than satisfied with their jobs. In addition, we find that several individual- and school-level characteristics, including being a male teacher, being a homeroom teacher, not having a management role in school, being a middle-aged teacher, and a school's boarding status, are correlated with teacher job dissatisfaction. In sum, the results demonstrate a need for further research and policy interventions to improve teacher job satisfaction in rural schools.
现有研究不断证实教师工作满意度对学生表现的重要性，但在中国农村，教师工作满意度的研究仍不够充分。本文研究了教师工作满意度的流行程度及其相关因素。我们使用了来自中国农村 120 所学校 634 名教师的数据，发现教师工作不满的情况令人震惊：大约 21%的农村教师对自己的工作不满意。此外，我们还发现，一些个人和学校层面的特征，包括男性教师、班主任、在学校没有管理角色、中年教师以及学校的寄宿状态，与教师工作不满意相关。总之，研究结果表明，需要进一步研究和政策干预，以提高农村学校教师的工作满意度。
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