Factors Influencing Job Satisfaction of Teachers in a University Case Study in Zhanjiang University of Science and Technology, China
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Abstract
Background and Aim: Teacher job satisfaction is a critical factor influencing educational quality, organizational effectiveness, and institutional sustainability in higher education. In the context of higher vocational education in China, understanding the determinants of teachers’ job satisfaction has become increasingly important for improving faculty development and institutional management. This study aims to examine the factors affecting job satisfaction among teachers at Zhanjiang University of Science and Technology and to provide practical recommendations for enhancing faculty satisfaction and organizational performance.
Materials and Methods: This study employed a quantitative research design focusing on teaching faculty from 11 sub-colleges within Zhanjiang University of Science and Technology. Data collection was preceded by an extensive literature review, teacher interviews, and analysis of 80 preliminary questionnaires to identify key variables related to job satisfaction. The validity and reliability of the research instrument were evaluated using Item–Objective Congruence (IOC) and a pilot test of Cronbach’s Alpha. Structured questionnaires were subsequently distributed to collect data from the target population. Statistical analysis was conducted to examine the influence of institutional and psychological factors on teachers’ job satisfaction.
Results: The findings indicate that policies promoting teacher autonomy, inspirational motivation, and intellectual stimulation significantly contribute to higher levels of job satisfaction among faculty members. The study further identified five major factors influencing teachers’ job satisfaction, including self-efficacy, career motivation, professional development opportunities, organizational support, and workplace environment. The results demonstrate that teachers with stronger self-efficacy and clearer career motivation tend to report higher levels of professional satisfaction and institutional commitment.
Conclusion: This study highlights the importance of institutional support and motivational factors in enhancing job satisfaction among teachers in higher vocational education. The findings provide theoretical and practical implications for university administrators seeking to improve faculty management, professional development, and organizational effectiveness. Furthermore, the study offers valuable insights for policy development and contributes to the broader understanding of teacher satisfaction within the context of Chinese higher vocational education institutions.
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