A Study On Factors Contributing To Job Satisfaction Of College English Teachers

Teacher job satisfaction not only to a certain extent reflects the mental state of teachers but also affects teachers'working efficiency, therfore, study of teacher job satisfaction are significant in that they may help college administrators to make proper policy. Nevertheless, in China, very few studies have been carried out of college English teachers'job satisfaction. Compered with the fruitful findings in foreign countries especially American and European countries, we lack professional investigation system and organization to support the researchers. The present study is an attempt to enrich related researches, to offer effective methods in order to improve teachers'work efficiency, to provide a way for college administrators to make proper incentive policy and to solve issues of teacher burnout and brain drain.Based on related literatures about theoretical development of teachers'job satisfaction, the author applied a self-made questionnaire with the subjects of college English teachers in Hubei and Anhui provinces, then analyzed the data by collecting 106 pieces of valid questionnaires and applying SPSS 17.0 to find out the status quo of overall college English job satisfaction and contributing factors including gender, age, professional title, years of teaching, education degree, marital status and student category.According to the data, the general job satisfaction of college English teachers was above average level. As to the specific aspects of job satisfaction, the author analyzed them from seven dimensions, namely work itself, work condition, income and welfare, administration, leadership, relationship and work stress. The results of the study showed that some of the influential factors do have significant differences with the seven dimensions, the results are as follows:in dimension of work condition, the factors which have significant difference are gender and student category; in dimension of income and welfare, the factors which have significant difference are professional title and education level; in dimension of administration, the factors which have significant difference are age, professional title and years of teaching; in dimension of leadership, the years of teaching factor has significant difference; in dimension of work stress, the factors which have significant difference are years of teaching and education level.