Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates

Huan Wang, Claire Cousineau, Bill Wang, Lucy Zeng, Andrew Sun, Ezra Kohrman, Nick Li, Esther Tok, Matthew Boswell and Scott Rozelle
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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

IJERPH, 2022, vol. 19, issue 6, 1-13

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.

Keywords: education; teacher job satisfaction; rural China (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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