Development of A Strategy for Enhancing Teacher Job Satisfaction in Junior High Schools of Guizhou Province, China
Keywords:
Principal Instructional Leadership, Professional Learning Community, Work Engagement, Social Support, Teacher Self-Efficacy, Teacher Job Satisfaction, Junior High Schools in Guizhou ProvinceAbstract
This study explored the effect of work engagement, professional learning community, social support, and principal instructional leadership on teacher job satisfaction, with teacher self-efficacy as a mediating variable, in junior high schools in Guizhou Province. Aiming to propose an effective strategy to enhance teacher job satisfaction, the study used
a mixed-methods approach. Data were collected from 1,106 full-time teachers via questionnaires (1,226 distributed) and analyzed using descriptive analysis, correlation analysis, and structural equation modeling with smart PLS. The RAISE strategy (Raise leadership, Amplify engagement, Inspire learning community, Strengthen social support, and Empower self-efficacy) was developed using SWOT analysis and validated by 11 experts.
The findings showed that: 1) Teacher job satisfaction was moderate (M=2.3, SD=0.83), particularly in areas such as self-efficacy, work engagement, social support, and professional learning communities. This indicates that teachers face insufficient support in meeting their professional needs. 2) Key factors influencing teacher job satisfaction included principal instructional leadership, professional learning communities, work engagement, and social support, with teacher self-efficacy mediating these effects. 3) The RAISE strategy significantly enhanced teacher job satisfaction, indicating a significant improvement in teacher job satisfaction, with the mean score rising from 1.74 (SD = 0.11) to 3.52 (SD = 0.34) (p<0.01) after implementing the RAISE strategy.
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