Exploring the Drivers of Teacher Job Satisfaction: A Case Study of a Private High School in Kunming, China
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Abstract
Purpose: The study investigates the influence of five independent variables (Principal Leadership, teacher’s self-efficacy, teacher’s work stress, teacher autonomy, and teacher empowerment) on one dependent variable (teacher job satisfaction). Additionally, it aims to identify significant differences between variables. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence (IOC) for validity and a Cronbach's Alpha in a pilot test (n=30) for reliability. Eighty valid responses from teachers at Changshui Experimental High School (CEHS) in Kunming, Yunnan, were analyzed by multiple linear regression to verify the significant relationship between variables. Following this, all school teachers and principals underwent a 16-week strategic plan implementation. Afterward, the quantitative results from post-IDI and pre-IDI were analyzed in the paired-sample t-test for comparison. Results: In multiple linear regression, the study revealed that Principal Leadership, teachers’ self-efficacy, teachers’ work stress, teacher autonomy, and teacher empowerment significantly impacted teachers’ job satisfaction. Finally, the results from the paired-sample t-test for comparison demonstrated a significant difference in teacher’s job satisfaction between the Expected strategic plan and the Current situation strategic plan stages. Conclusions: This research endeavors to improve teachers’ job satisfaction by changing Principal Leadership, teachers’ self-efficacy, teachers’ work stress, teacher autonomy, and teacher empowerment in Yunnan, China.
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