Research On Job Satisfaction Of Secondary School Teachers

Since reform and opening, the state has the right to reform secondary education,secondary education, but there are still many problems, including post-secondary educationreform and development needs are incompatible with the status of teachers contradictions stillrelatively significant. Especially in the management of upper secondary school teachers, forexample, job satisfaction of teachers and to improve the management of the establishment ofthe relevant incentives. The reform and development of vocational education and technicaltalents to better the economic development of a strong support. Therefore, how to establish a "quantity, quality, professional, structural optimization, motivated high" secondary schoolteachers for social and economic development culture technology, skilled personnel moreurgent.We can see that secondary schools in secondary education, special status, and the fewpeople of secondary school teachers’ job satisfaction, therefore, selected for this study,"secondary school teachers " as a research object, secondary school teachers ’ job satisfaction.I decided to use empirical methods, and drawing on the relevant incentive theory, based onthe secondary school teachers will conduct related investigations, hoping to be able to refineand generalize on the basis of secondary school teachers that affect motivation motivationalfactors and be able to explore a suitable secondary school teacher incentives, hoping to beable to expand the field of research rich do their modest, but also hope to be able to in themanagement of secondary school teachers how to continuously improve the management ofteacher education provide some useful help.In this study, the following conclusions:Overall, secondary school teachers ’ job satisfaction were tested in the middle a bit moreon the level, which can be considered, secondary school teachers were tested overall jobsatisfaction and its various dimensions of job satisfaction in general.Different sex secondary school teachers ’job satisfaction were tested and their average scoreon each dimension are not significantly different, indicating that the secondary schoolteachers ’ job satisfaction were tested unaffected by gender.Secondary school teachers of different ages were tested in a total score of job satisfactionhas a very significant difference, from the point of view specific dimensions, secondary school teachers of different ages were tested in the economic rewards, training, promotion,relationships and work itself these four dimensions scores on a significant or very significantdifference. This indicates that the secondary school teachers ’ job satisfaction were tested onthe whole subject to age factors.Unmarried and married teachers were tested subjects in teacher job satisfaction scorewas not significantly different, indicating that the secondary school teachers ’ job satisfactionwere tested in general, not the effect of marriage;In job satisfaction score, different academic subjects secondary school teachers there aresignificant differences. Judging from the specific dimensions, different academic subjects inthe secondary school teachers ’ job satisfaction "and" financial reward "," leadership andmanagement "," promotion of training "and" the work itself " scores on the four dimensions ofa significant difference.In job satisfaction score, different seniority of secondary school teachers were nosignificant differences in test. Judging from the specific dimensions of different seniority ofsecondary school teachers in the promotion of training were tested with the work itself scoreson these two dimensions are significantly different.In job satisfaction score, different titles secondary school teachers were tested there wasa significant difference.In job satisfaction score, different month in real income secondary school teachers wereno significant differences in test. This indicates that the secondary school teachers ’ jobsatisfaction were tested against the whole month of actual income. However, the specificdimensions of view, different month secondary school teachers in real incomes were tested inthe economic rewards of these two dimensions and the work itself has significant or verysignificant difference.In short, building a reasonable fit incentives secondary school teachers, secondaryschool teachers, able to mobilize the enthusiasm of the work and to inspire and guide teachersin school education and teaching in behavior, in order to reflect on the secondary schoolteachers’ job satisfaction the empirical research value.