Factors Influencing Job Satisfaction of Private University Teachers: A Case from Sichuan, China
Keywords:
Principal Support, Transformational Leadership, Disciplinary Climate, Self-Efficacy, Teacher-Student RelationsAbstract
Purpose: This study investigates the key factors influencing job satisfaction among higher education teachers at a private university in Sichuan Province, focusing on principal support, disciplinary climate, self-efficacy, transformational leadership, and teacher-student relationships Research design, data and methodology: A mixed-methods approach was adopted, encompassing three phases: Current Situation-SP, Strategic Plan, and Expected-SP. Data were collected from 363 faculty members across five colleges using surveys and interviews. Instrument validity and reliability were ensured through Item-Objective Congruence (IOC) and Cronbach’s Alpha, while hypotheses were tested using Multiple Linear Regression (MLR). A 14-week strategic plan was implemented to strengthen the five key factors, with its effectiveness evaluated via paired sample t-tests. Results: All five factors had a significant positive impact on job satisfaction. After implementing the strategic plan, the average job satisfaction score increased significantly from 3.83 to 4.16 (p<0.05). Principal support and transformational leadership were identified as the most influential contributors. Conclusions: The findings highlight the effectiveness of targeted interventions in enhancing faculty satisfaction. In the context of private universities in Sichuan, fostering leadership support and a positive academic environment is crucial for improving teacher well-being and advancing institutional performance. Educational leaders should integrate these priorities into faculty development strategies.
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