Factors Affecting Teachers’ Work Motivation and Job Satisfaction in Wuxi China

Abstract

Teachers' job satisfaction promotes the success of public schools and institutions across the country, and it is a critical component in determining their teaching abilities. As a result, it is critical for higher vocational colleges to prioritize and improve teacher job satisfaction. This study examined how salary, school atmosphere, and principal transformational leadership affect teachers' work satisfaction at public higher vocational colleges in order to ensure educational quality. The deductive method was chosen because it employed work satisfaction research models to analyze vocational teachers' job satisfaction. After reviewing the data from these educators, hypotheses were developed to investigate salary, school climate, transformational leadership in principals, job motivation, and teacher job satisfaction. This study used a positive paradigm to assess teachers' job happiness. The researcher will use SPSS and Amos to sort primary data from questionnaires she will design and send to Wuxi City higher vocational college professors. Participants from seven Wuxi public higher vocational institutions completed the questionnaire. This study addresses these concerns by focusing on significant stressors such as compensation, school climate availability, the nature of the principal's transformational leadership, and work motivation, all of which are critical for improving job satisfaction and, by extension, educational quality. This research focuses on three major factors: remuneration, school atmosphere, and principal transformational leadership. Furthermore, it analyzes the possible mediating function of work motivation in the relationship between these characteristics and teachers' job satisfaction.