Faculty of Education, Shaanxi Normal University, Xi'an, China.
PLoS One. 2023 Oct 5;18(10):e0287555. doi: 10.1371/journal.pone.0287555. eCollection 2023.
Improving the job satisfaction of vocational education teachers (VET) is necessary for maintaining the stability of the vocational education teaching force and is an essential support for enhancing the professional attractiveness and ensuring the quality of VET. Unlike previous studies, firstly, in terms of groups, the particular group of teachers in this study focuses on VET, which in reality is often overlooked compared to other groups of teachers due to the low level of recognition of vocational education (VE) in China. Secondly, this phenomenon is more prominent and less researched regionally in economically underdeveloped areas due to the uneven and disparate economic development between the East and West of China. In terms of sample size, previous studies have lacked large samples, making it difficult to obtain convincing and realistic results. Finally, most previous studies considered teachers' job satisfaction (TJS) in terms of external or internal factors alone. However, this study considers a combination of the external factor of the school climate (SC) in which VET works and the internal factor of teachers' self-efficacy (TSE) to explore the relationship with TJS and its impact. Based on data from a survey of 1035 teachers in China, a structural equation model estimation method was used to explore and analyze the impact of SC and TSE on their TJS and the specific role of the relationship. The research found that VET-perceived SC is positively predicting TJS; VET-perceived SC is positively predicting TSE; TSE is positively predicting TJS; TSE significantly mediates the relationship between SC and TJS. This study provides a theoretical perspective that integrates the external organizational influences of SC and introduces the internal psychological factor of TSE as a mediating variable to understand TJS. In practice, it helps raise the importance of VET and provides empirical data and intellectual support to the relevant government departments in improving TJS.
提高职业教育教师（VET）的工作满意度对于维护职业教育教学队伍的稳定性是必要的，是增强职业教育吸引力和确保职业教育质量的重要支撑。与以往的研究不同，首先，就群体而言，本研究特别关注的是职业教育教师群体，由于中国对职业教育的认可度较低，与其他教师群体相比，这一群体在现实中往往被忽视。其次，由于中国东西部经济发展不平衡，在经济欠发达地区，这种现象更为突出，研究也较少。就样本规模而言，以往的研究缺乏大样本，难以得出令人信服和现实的结果。最后，大多数以往的研究都单独考虑了教师工作满意度（TJS）的外部或内部因素。然而，本研究考虑了职业教育工作环境的外部因素——学校氛围（SC）和教师自我效能感（TSE）的内部因素的结合，以探讨与 TJS 及其影响的关系。本研究基于对中国 1035 名教师的调查数据，采用结构方程模型估计方法，探讨和分析了 SC 和 TSE 对其 TJS 的影响以及关系的具体作用。研究发现，VET 感知到的 SC 对 TJS 有正向预测作用；VET 感知到的 SC 对 TSE 有正向预测作用；TSE 对 TJS 有正向预测作用；TSE 显著中介了 SC 和 TJS 之间的关系。本研究提供了一个理论视角，将 SC 的外部组织影响整合在一起，并引入了 TSE 作为中介变量的内部心理因素，以理解 TJS。在实践中，它有助于提高职业教育的重要性，并为相关政府部门提供提高 TJS 的经验数据和智力支持。
