Skip to main content

Advertisement

SpringerLink
Log in

Teachers’ motivation for entering the teaching profession and their job satisfaction: a cross-cultural comparison of China and other countries

  • Original Paper
  • Published:
Learning Environments Research Aims and scope Submit manuscript

Abstract

This study employed a partially-mixed concurrent equal-status design to investigate factors motivating Chinese teachers to enter the teaching profession and sources of teacher job satisfaction in China as opposed to those described in the international literature. The data were collected in Jilin Province of China from 510 teachers who participated in a survey. The quantitative results indicated that Chinese teachers were motivated by both intrinsic (e.g. liking to be a teacher) and extrinsic factors (e.g. salary) to enter the teaching profession. Furthermore, MANOVA showed that teachers who were more intrinsically motivated to enter the teaching profession reported a higher level of job satisfaction. Qualitative data revealed that some job-satisfaction factors were universal across countries and some were specific to China. This study offered some implications for educational policy makers and practitioners worldwide and in China.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Belfield, C. R. (2005). Workforce gender effects on firm performance and workers’ pay: Evidence for the UK. Applied Economics, 37, 885–891. doi:10.1080/00036840500048829.

    Article  Google Scholar 

  • Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. The Journal of Special Education, 25, 453–471. doi:10.1177/002246699202500404.

    Article  Google Scholar 

  • Chen, W. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education and Society, 40(5), 17–31.

    Article  Google Scholar 

  • Chen, J. (2010). Chinese middle school teacher job satisfaction and its relationships with teacher moving. Asia Pacific Education Review, 11, 263–272. doi:10.1007/s12564-010-9085-1.

    Article  Google Scholar 

  • Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.

    Article  Google Scholar 

  • Darling-Hammond, L. (2003). Keeping good teachers. Educational Leadership, 60(8), 7–13.

    Google Scholar 

  • Ding, Y., Kuo, Y. L., & Van Dyke, D. C. (2008). School psychology in China (PRC), Hong Kong, and Taiwan: A cross-regional perspective. School Psychology International, 29, 529–548. doi:10.1177/0143034308099200.

    Article  Google Scholar 

  • Ding, W., & Lehrer, S. (2007a). Improving teacher quality in China. In E. Hannum & A. Park (Eds.), Education and reform in China (pp. 191–204). Oxon: Routledge.

    Google Scholar 

  • Ding, W., & Lehrer, S. F. (2007b). Do peers affect student achievement in China’s secondary schools? Review of Economics and Statistics, 89, 300–312.

    Article  Google Scholar 

  • Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379–396. doi:10.1108/09578230010373633.

    Article  Google Scholar 

  • Feng, B. (2007). A study of teacher job satisfaction and factors that influence it. Chinese Education and Society, 40(5), 47–64.

    Article  Google Scholar 

  • Garrett, R. M. (1999). Teacher job satisfaction in developing countries. (ERIC Document Reproduction Service No. ED459150).

  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.

    Google Scholar 

  • Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. New York: Wiley.

    Google Scholar 

  • Ho, C., & Au, W. (2006). Teaching satisfaction scale. Educational and Psychological Measurement, 66, 172–185. doi:10.1177/0013164405278573.

    Article  Google Scholar 

  • Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage.

    Google Scholar 

  • Hoy, W. K., & Miskel, C. G. (1991). Educational administration: Theory, research and practice. New York: Random House.

    Google Scholar 

  • Huang, S.-Y. L. (2001). Teachers’ perceptions of high school violence. Learning Environments Research, 4, 159–173. doi:10.1023/A:1012415400807.

    Article  Google Scholar 

  • Huang, X., & Van De Vliert, E. (2003). Where intrinsic job satisfaction fails to work: National moderators of intrinsic motivation. Journal of Organizational Behavior, 24, 159–179. doi:10.1002/job.186.

    Article  Google Scholar 

  • Jin, L., & Cortazzi, M. (1998). Dimensions of dialogue: Large classes in China. International Journal of Educational Research, 29, 739–761.

    Article  Google Scholar 

  • Kline, P. (1999). The handbook of psychological testing (2nd ed.). London: Routledge.

    Google Scholar 

  • Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & Quantity, International Journal of Methodology, 43, 265–275. doi:10.1007/s11135-007-9105-3.

    Article  Google Scholar 

  • Liu, X. S. (2007). The effect of teacher influence at school on first-year teacher attrition: A multilevel analysis of the Schools and Staffing Survey for 1999–2000. Educational Research and Evaluation, 13(1), 1–16. doi:10.1080/13803610600797615.

    Article  Google Scholar 

  • Liu, C., Munakata, T., & Onuoha, F. N. (2005). Mental health condition of the only-child: A study of urban and rural high school students in China. Adolescence, 40, 831–845.

    Google Scholar 

  • Liu, C., Nauta, M. M., Li, C., & Fan, J. (2010). Comparisons of organizational constraints and their relations to strains in China and the United States. Journal of Occupational Health Psychology, 15, 452–467. doi:10.1037/a0020721.

    Article  Google Scholar 

  • Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analysis of the teacher follow-up survey in the United States for 2000–2001. Teaching and Teacher Education, 24, 1173–1184. doi:10.1016/j.tate.2006.11.010.

    Article  Google Scholar 

  • Locke, E. A. (1976). The nature and causes of job satisfaction. In M. I. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1294–1349). Chicago, IL: Rand McNally.

    Google Scholar 

  • Noe, R. A. (2000). Invited reaction: Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11, 361–365. doi:10.1002/1532-1096(200024)11:4<361:AID-HRDQ3>3.0.CO;2-F.

    Article  Google Scholar 

  • Ouyang, M., & Kenneth, P. (2006). Teacher job satisfaction and retention: A comparison study between the U.S. and China. Retrieved from http://eric.ed.gov/PDFS/ED492688.pdf.

  • Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29, 37–53.

    Google Scholar 

  • Pepper, K., & Thomas, L. H. (2002). Making a change: The effects of the leadership role on school climate. Learning Environments Research, 5, 155–166. doi:10.1023/A:1020326829745.

    Article  Google Scholar 

  • Perrachione, B. A., Rosser, V. J., & Petersen, G. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. The Professional Educator, 32(2), 25–41.

    Google Scholar 

  • Podsakoff, P. M., MacKenzie, S. M., Lee, J., & Podsakoff, N. P. (2003). Common method variance in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903.

    Article  Google Scholar 

  • Saari, L. M., & Erez, M. (2002, April). Cross-cultural diversity and employee attitudes. Paper presented at the seventeenth annual conference of the society for industrial and organizational psychology, Toronto.

  • Saari, L. M., & Judge, T. A. (2004). Employee attitudes and job satisfaction. Human Resource Management, 43, 395–407. doi:10.1002/hrm.20032.

    Article  Google Scholar 

  • Scott, C., & Dinham, S. (2001). “I love teaching but….” International patterns of teacher discontent. Education Policy Analysis Archives, 9(28), 1–18.

    Google Scholar 

  • Sergiovanni, T. (1967). Factors which affect satisfaction and dissatisfaction of teachers. Journal of Educational Administration, 5(1), 66–81. doi:10.1108/eb009610.

    Article  Google Scholar 

  • Shi, Q., & Leuwerke, W. C. (2010). Examination of Chinese homeroom teachers’ performance of professional school counselors’ activities. Asia Pacific Education Review, 11, 515–523. doi:10.1007/s12564-010-9099-8.

    Article  Google Scholar 

  • Song, H. (2007). Literature review of teacher job satisfaction. Chinese Education and Society, 40(5), 11–16.

    Article  Google Scholar 

  • Sun, H., Li, H., & Lin, C. (2008). Junior high school teachers’ job satisfaction and the affected factors. Studies of Psychology and Behavior, 6, 260–265. (in Chinese).

    Google Scholar 

  • Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes, and consequences of affective experiences at work. Research in Organizational Behavior, 18, 1–74.

    Google Scholar 

  • Young, D. J. (2000). Teacher morale in Western Australia: A multilevel model. Learning Environments Research, 3, 159–177. doi:10.1023/A:1026574424714.

    Article  Google Scholar 

  • Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration, 42, 357–374. doi:10.1108/09578230410534676.

    Article  Google Scholar 

  • Zembylas, M., & Papanastasiou, E. (2006). Sources of teacher job satisfaction and dissatisfaction in Cyprus. Compare, 36, 229–247. doi:10.1080/03057920600741289.

    Article  Google Scholar 

  • Zeng, P. (2005). Teacher evaluation in Chinese elementary schools: An historical account. Unpublished PhD dissertation, Brigham Young University.

Download references

Acknowledgments

This research was funded by the 2013 Humanities and Social Science Fund Project of the Ministry of Education of China (Project Approval Number: 13YJA880051) entitled Research on Effects of Implementing Teacher Performance Pay and How to Establish an Indicator System of Teacher Performance Evaluation. It was also funded by the Social Science Fund Project of Jilin Province (Project Number: 2012B59) entitled Evaluation Research of Implementation Effects of Teacher Performance Pay in Jilin Province.

Author information

Authors and Affiliations

  1. College of Education, Qufu Normal University, Qufu, 273165, Shandong, China

    Shujie Liu

  2. Department of Educational Leadership and Counseling, Sam Houston State University, Huntsville, TX, 77341-2119, USA

    Anthony J. Onwuegbuzie

Authors
  1. Shujie Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anthony J. Onwuegbuzie
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Shujie Liu.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Liu, S., Onwuegbuzie, A.J. Teachers’ motivation for entering the teaching profession and their job satisfaction: a cross-cultural comparison of China and other countries. Learning Environ Res 17, 75–94 (2014). https://doi.org/10.1007/s10984-013-9155-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10984-013-9155-5

Keywords

Search

Navigation