Study In Social Comparison And Job Satisfaction Of Rural Secondary School Teachers In Guangxi Province

Job satisfaction of secondary school teachers has always been a concern and a hot issue. Many studies have shown that job satisfaction has become one of the important factors causing a loss of secondary school teachers and that it directly affects the quality of teaching in schools, teachers'enthusiasm for work and mental health. Although the reasons of job satisfaction of secondary school teachers have both subjective and objective factors, social comparison is prevalent in people's lives and the results of comparing with others affect the job satisfaction to some extent. Emmons and Robert (1983) found that social comparison can effectively predict the satisfaction of individuals in many ways such as friendship, school, love, career development, etc. The problem of job satisfaction is really difficult to solve if social comparison model can not be properly used. Therefore, the issues of job satisfaction of rural secondary school teachers will be discussed in article basing on this theory of social comparison perspective from the perspective of social comparison theory, expecting an increase of their enthusiasm for work, maintaining the mental health of teachers and ultimately promoting the development of basic education in township schools.Basing on the existing literature and according to the theoretical concept, two questionnaires "Preliminary test questionnaire of teachers' social comparison in rural secondary school of Guangxi " and " Preliminary test questionnaire of teachers'job satisfaction in rural secondary school of Guangxi" will be compiled in this article through open questionnaires and interviews and with reference to the relevant scale. Using these two questionnaires,250 secondary school teachers in rural areas of Guangxi were investigated in pre-study and formal questionnaire was determined through the analysis of exploratory factor.280 secondary school teachers in rural areas of Guangxi were investigated in formal study.One way ANOVA analysis and analysis of correlation were carried on by using SPSS 16.0 to study the individual differences in social comparison and job satisfaction among teachers in rural secondary school of Guangxi and relationship between them. The results show that:1. The questionnaires "Preliminary test questionnaire of teachers'social comparison in rural secondary school of Guangxi " has both good reliability and validity and that it can be used as tools for measuring the social comparison of secondary school teachers in rural areas of Guangxi. Nine factors of this questionnaire are obtain from analysis of exploratory factor and they are low tendency comparison, high tendency comparison, downward comparison, upward comparison, comparison with external groups, comparison within groups, self-comparison, self-deprecating, and self-improvement. The internal consistent coefficient of this Questionnaire is 0.804 and the internal consistent coefficient between the different factors are 0.603-0.892.2. The questionnaires"Preliminary questionnaire of teachers' job satisfaction in rural secondary school of Guangxi " has both good reliability and validity and that it can be used as tools for measuring the job satisfaction of secondary school teachers in rural areas of Guangxi. Six dimensions of the questionnaire are obtained from factor analysis and they are relationships, work intensity and management, school conditions, leadership, wages and benefits, nature of work, and social support. The internal consistent coefficient of this Questionnaire is 0.915 and the internal consistent coefficient between the different factors are 0.709-0.832.3. Different factors of social comparison of secondary school teachers in rural areas of Guangxi develop in an uneven way and among all factors the self-enhancement factor scores highest. It demonstrates that secondary school teachers in rural areas of Guangxi are able to correctly analyze their own strengths and weaknesses and constantly improve the themselves after social comparison. Downward comparison factor scores lowest. It indicates that secondary school teachers in rural areas of Guangxi compare with people poor than themselves least in the process of social comparison.4. Overall, there are no significant differences of the social comparison of secondary school teachers in rural areas of Guangxi in age and gender. But for the low tendency comparison and high tendency comparison factors, the male teachers were significantly lower than female teachers. And for the comparison with external groups, and comparison within group factors, the female teachers were significantly lower than male teachers. As for the low tendency comparison, self-comparison and self-enhancement factors, the differences are significant in age. Great differences exist in marital status for the comparison within group factor and the married score higher than the unmarried. Higher education in Guangxi middle school teachers in rural areas, characteristics of the overall social comparison are less obvious as the teachers'educational levels increase.5. The job satisfaction of secondary school teachers in rural areas of Guangxi is in the medium to high levels. However, different factors develop in an uneven way with the relationship factor scoring highest and the work intensity and management factor in the lowest scores.6. There are significant differences in gender of secondary school teachers in rural areas of Guangxi for the work intensity and management factors and female teachers are higher than male teachers. For the work intensity and management, wages and benefits, the nature of social support, job satisfaction and total average factors, there is significant difference in age and the job satisfaction of the older teachers are higher than the younger teachers. Significant differences also exist in gender for the school conditions, wages and benefits factors. In general, teachers of longer and shorter teaching experience have higher job satisfaction. For all factors there are not significant differences in title. For the relationships, school conditions, wages and benefits factor there are significant differences in educational levels and in general job satisfaction falls with the increase of educational levels. Teachers who are chief executive of the school score higher than those who are not in school conditions, leadership, wages and benefits, job satisfaction. The work intensity and management factors of the teachers who teach subjects of secondary school entrance exam are higher than those who don't.7. High tendency comparison, upward comparison and ingroup comparson of secondary school teachers in rural areas of Guangxi are significantly related with overall job satisfaction (p <0.01). Overall social comparison have significant with all the factors of job satisfaction except work intensity and management, wages and benefits.The more often the teachers make social comparison, the less satisfied they are with their job.8. The total average marks of the stronger group of comparison social are much lower than the weaker group of social comparison in relationships, school conditions, leadership, nature of work and social support, and job satisfaction. The total average marks of the group with higher job satisfaction are much lower than the group with lower job satisfaction in low tendency comparison, high tendency comparison, upward comparison, comparison within the group, and social comparison.That how the social comparison affects the job satisfaction of the secondary school teachers in rural areas of Guangxi will be discussed in this article by analyzing the survey data, interviews and related classic literature. The results show that:job satisfaction is reduced by sense of unfairness from the social comparison and pressure from comparing with others. And the uncertainty of one's own will enhance their desire to make social comparison. Therefore, education administrators should lower the sense of unfairness and the pressure of secondary school teachers in rural areas of Guangxi, paying more attention to negative effects on job satisfaction from social comparison, paying more attention to the psychological problems of the rural school teachers as to make them use the social comparison properly, improving the job satisfaction of rural school teachers and promoting the development of rural school education.