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Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates

Author

Listed:
  • Huan Wang

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Claire Cousineau

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Bill Wang

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Lucy Zeng

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Andrew Sun

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Ezra Kohrman

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Nick Li

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Esther Tok

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Matthew Boswell

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

  • Scott Rozelle

    (Stanford Center on China’s Economy and Institutions, Stanford University, 616 Serra Mall E501, Encina Hall, Stanford, CA 94305, USA)

Abstract

Extant research continues to establish the importance of teacher job satisfaction to student performance, yet teacher job satisfaction remains under-investigated in rural China. In this paper, we examine the prevalence and correlates of teacher job satisfaction. Using data from 634 teachers across 120 schools in rural China, we find an alarmingly high prevalence of teacher job dissatisfaction: roughly 21% of rural teachers were less than satisfied with their jobs. In addition, we find that several individual- and school-level characteristics, including being a male teacher, being a homeroom teacher, not having a management role in school, being a middle-aged teacher, and a school’s boarding status, are correlated with teacher job dissatisfaction. In sum, the results demonstrate a need for further research and policy interventions to improve teacher job satisfaction in rural schools.

Suggested Citation

  • Huan Wang & Claire Cousineau & Bill Wang & Lucy Zeng & Andrew Sun & Ezra Kohrman & Nick Li & Esther Tok & Matthew Boswell & Scott Rozelle, 2022. "Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates," IJERPH, MDPI, vol. 19(6), pages 1-13, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:6:p:3537-:d:772600
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    References listed on IDEAS

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