| Human talent is the most valuable national resource. Only by giving priority to the development of education can provide substantial personnel and intellectual support for the cause of socialism with Chinese characteristics and the building of a well-off society in an all-round way in China. However, teachers'job satisfaction is very important for the healthy growth of education and educational organizations. The success of education is based on a team of teachers with high quality.Teacher's job satisfaction refers to the feelings or appraisal of individuals towards the job or various dimensions of job satisfaction (job itself, Physical environment, pay & benefits etc.) according to the frame of reference. Teachers'job satisfaction has effects on improving the teaching quality, as well as the healthy growth of education and educational organization. Teachers with high job satisfaction will treat the teaching jobs with positive and healthy state of mind, and guide the students'physical and mental development in a healthy way. Teachers with high job satisfaction will be more positive and creative, support school rules, and face the teaching job with greater enthusiasm, which is helpful to the healthy growth of educational organization. Many theories tried to explain the job satisfaction from different perspective, such as Maslow's hierarchy of needs theory, Herzberg's two-factor theory, Locke's affect or emotion theory, Vroom's expectancy theory, Adams'equity theory, Porter-Lawler incitement Model.Tibet is located in the southwest of Qinghai-Tibet Plateau, the southwest frontier of China, which has unique developing history, political and economic environment, geographical conditions and natural climate. The education in Tibet is not only to cultivate talents for the rapid development of economy and society, inherit and carry forward the traditional and national culture, but also to strengthen the young students in patriotism, socialism and national unity. In order to build a united, prosperous, civilized and harmonious new Tibet, teachers from mainland of China to Tibet, who teach Chinese, Math, English, Physics, Chemistry, and so on in middle schools, contribute their wisdom and strength of all under the unique geographical conditions and natural climate. These research methods such as literature, questionnaire survey, interview, and the combination of qualitative and quantitative analysis are used in this study. Mainly based on“Job Descriptive Index”(edited by R.D. Sharma and Jeevan Jyoti), the“questionnaire of job satisfaction of teachers from China's mainland to Tibet”is proposed. The factors that are associated with teachers'job satisfaction are intrinsic, extrinsic and demographic factors. Likert's five-point scale has been used for measuring. Besides, the demographic profile items, the questionnaire was divided into 7 dimensions and a item of measuring general job satisfaction, 7 dimensions include job itself, physical environment, superior's behavior, pay & benefits, growth opportunities & recognition, colleagues'behavior and Students'behavior. Teachers working in NO.2 Senior School of Lhoka, Donghui Middle School, Nedong Middle School, Chong-Gye Middle School, Gyatsa Middle School, Lhuntse Middle School, Chosum Middle School, Tsona Middle School, Lhodak Middle School, Gonggar Middle School and Nakartse Middle School have been selected randomly for the samples. 198 teachers were approached for collection of data. Factor analysis was carried out through SPSS. This study aims at analyzing the facets affecting the job satisfaction of teachers from mainland of China to Tibet and suggesting strategic action for creating and maintaining their job satisfaction. |
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