A Comparative Study On Job Satisfaction Of Lower Secondary Teachers In China And Canada ——Based On Data Analysis Of Teaching And Learning International Survey(TALIS) 2018

In September 2018,General Secretary Xi Jinping emphasized at the National Education Conference that it is necessary to improve teachers' treatment,care for their health,safeguard their rights and interests,enhance their well-being,and reduce teachers' workload.In February 2019,the Central Committee of the Communist Party of China and the State Council issued the "China Education Modernization 2035",which also proposed to improve the social status of teachers,improve the system of guaranteeing teachers' benefits,and increase teachers' recognition.It can be seen that the Party Central Committee with Comrade Xi Jinping as the core attaches great importance to creating a good manner of respecting teachers and teaching in the whole society,and in particular has put forward specific action guidelines on how to improve teachers' sense of acquisition and satisfaction and enhance the attractiveness of teachers' professions.The OECD(Organization for Economic Co-operation and Development)officially launched the Teaching and Learning International Survey(TALIS)as early as 2006.It has gone through three cycles so far.Teachers' job satisfaction has always been the focus of the project.So,the article is based on data from the third cycle of the Teacher Teaching International Survey(TALIS 2018),and selects lower secondary teachers from our country and Canada as the research objects.Through literature research methods,mathematical statistics method and comparative research methods,to compare teachers' job satisfaction,aims to understand the specific situation and deep-seated reasons of lower secondary teachers' job satisfaction in our country and Canada,and then learn from the advanced experience of Canada to further improve the job satisfaction of teachers in our country.In theory,this research can broaden the research horizon of teachers' job satisfaction,refine the research scope of teachers' job satisfaction,and understand the new trends of the OECD TALIS project;in practice,this research is helpful to understand the actual situation of lower secondary teachers' job satisfaction in China and Canada,analyze and summarize the advantages and shortcomings of lower secondary teachers' job satisfaction in our country,and strive to provides some thoughts to further improve the evaluation indicators of teachers' job satisfaction in our country and improve it.The research content is mainly concentrated in the following four aspects: First,it lays the foundation for the comprehensive development of the article by expounding the origin and significance of the research,literature review,concept definition,research ideas and methods.Second,it analyzes the implementation purpose of the OECD TALIS project in more detail,and is committed to providing a basis for teaching reflection in primary and secondary schools,international comparisons and trend analysis,and achieving the sustainable development goals;From the perspective of time,the development cycle of the TALIS project is sorted longitudinally,that is,TALIS 2008 emphasizes improving the working conditions of teachers and the school learning environment,TALIS 2013 focuses on the professional development of teachers,and TALIS2018 focuses on the professional status of teachers and school leaders.Third,in-depth analysis of the data results of lower secondary teachers' job satisfaction in China and Canada.On the basis of combing and analyzing the evolution of the focus of the three cycles of the international teacher teaching survey,it analyzes the overall situation of lower secondary teachers' job satisfaction in our country and Canada from the two dimensions of professional loyalty and job environment satisfaction,and analyzes its influencing factors from individual teachers' background factors,individual teachers' psychological factors,and job status factors.Fourth,emphatically analyzes the deep-seated reasons for lower secondary teachers' job satisfaction in China and Canada.and try to explore the enlightenment of Canadian lower secondary teachers' high job satisfaction to our country.In general,the job satisfaction of lower secondary teachers in our country and Canada is at a relatively high level among participating countries.Data analysis found that there are five main reasons for the high job satisfaction of Canadian lower secondary teachers,namely: reasonable team structure,high professional reputation,good salary,close professional cooperation and effective professional development;and there are also five main reasons for the high job satisfaction of our lower secondary teachers,namely: less work pressure,high classroom autonomy,high self-efficacy,close professional cooperation,and timely teaching feedback.However,the comparison found that job satisfaction of our country's lower secondary teachers is inferior to Canada in terms of overall job satisfaction,professional loyalty,and environmental satisfaction.Therefore,our country should proceed from the top-level design,college environment,professional development and individual characteristics to further improve teachers' professional reputation,job environment satisfaction,professional loyalty and optimize the structure of the teacher' staff.