Research On The Relationship Between Climate Of Organizational Administration And Teachers’ Job Satisfaction In Secondary Vocational Schools

In recent years,secondary vocational education began to develop rapidly under the national attention.At present,in the field of education management,the climate of school organizational administration and the level of teacher job satisfaction have not been given enough attention.Teachers are high-emotional workers.To study the relationship between the climate of organizational administration of secondary vocational schools and teacher job satisfaction,and to improve teacher job satisfaction is of great significance to the healthy and rapid development of vocational education.In this study,teachers of 19 general secondary vocational schools in Xinjiang Production and Construction Corps were investigated,and the current situation and relationship between the climate of organizational administration and teachers’ job satisfaction in secondary vocational schools were investigated using the questionnaire method based on the combing and summarizing of domestic and foreign literature,and a series of analyses of the survey results were conducted through statistical analysis,The following research findings were developed.The overall level of organizational management climate and teachers’ job satisfaction in secondary vocational schools was moderately high:Firstly,there were significant differences in the perception of organizational management climate among secondary vocational school teachers of different ages,teaching ages,and teacher types.Teachers’ perceptions of leadership prestige and leadership care differed significantly by age;teachers with more than 25 years of teaching experience had the highest level of perceived organizational management climate,while teachers with less than 5 years of teaching experience had the lowest level of perceived organizational management climate;teachers of practical training courses had a higher level of perceived organizational management climate than teachers of theory courses.Secondly,there were significant differences in the perceptions of job satisfaction among secondary vocational school teachers according to age,teaching experience,and teacher type.The level of teachers’ job satisfaction was roughly proportional to their age,but slightly declined in the age group above 56;teachers with less than 5 years of teaching experience had the lowest level of job satisfaction,and teachers with more than 25 years of teaching experience had the highest level of job satisfaction;teachers of practical training courses had significantly higher job satisfaction than teachers of theory courses;thirdly,the level of organizational management climate in secondary vocational schools was significantly related to teachers’ job satisfaction.The satisfaction of motivation and management was significantly and positively related to leadership prestige,leadership care,leadership style,system construction and management systematization;environmental resources had a significant positive relationship with leadership prestige,leadership care,leadership style,system construction and management systematization.Based on the study,we proposed four measures to improve teachers’ job satisfaction:pay attention to the growth of new teachers in secondary vocational schools and optimize institutional protection measures;strengthen secondary vocational school teachers’ practice in enterprises to improve teachers’ vocational skills;respect differences with a humanistic approach to improve secondary vocational school teachers’ sense of belonging;and pay attention to the use of motivational factors to strengthen the leading role of secondary vocational school leaders.