Research On Teachers' Satisfaction And Influencing Factors Of After-school Services In Primary And Secondary School

After the release of the General Office of the Ministry of Education’s "Guidance on the Work of After-school Services for Primary and Secondary School Students" in March 2017,after-school services for primary and secondary school students have received much attention and increased in importance.On July 24 in 2021,the Opinions on Further Reducing the Burden of Homework and Off-campus Training for Students at the Compulsory Education Stage,issued by the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council(" Double reduction")was implemented on the ground.In the context of the "double reduction",primary and secondary school teachers,as the main force of after-school services,are facing a huge challenge,which has led to a series of satisfaction issues,including parents’ satisfaction,students’ satisfaction and teachers’ satisfaction.Teachers’ satisfaction not only affects teachers’ motivation,but also reflects the management of schools,which is related to the quality of after-school services and the overall development of students.Based on the two-factor theory and the hierarchy of needs theory,this study adopts the method of questionnaire and interview to study teachers’ satisfaction from five dimensions,namely,selfactualization,work intensity,salary,school management and work confidence.Through the research on the current situation of teacher satisfaction and the differences and correlation analysis of factors affecting teacher satisfaction,the following research results are obtained.(1)The overall satisfaction of after-school service teachers in primary and secondary schools is average.With the observation value of 3 as medium intensity,the overall satisfaction of teachers with after-school services is 3.442,which is above the medium level,indicating that most teachers have average satisfaction with after-school services.According to the statistical results of the subdimensions,the satisfaction of teachers is the highest in the dimension of self-actualization,which is 3.96.The satisfaction of teachers in the dimension of school management and work confidence is the same,both of which are 3.76,while the satisfaction of teachers in the two dimensions of salary and work intensity is lower than 3,which are 2.88 and 2.85.(2)Factors that have a significant impact on teachers’ satisfaction are identified,including gender,age,years of work,professional title and awards.The main influencing dimensions are concentrated in three dimensions: work intensity,salary and school management.The satisfaction of the work intensity dimension was mainly influenced by the awards and titles received by teachers,and the higher the title,the lower the satisfaction.The factors influencing satisfaction in the salary and compensation dimension include teachers’ age,years of service,job title,and awards,and show a trend that the lower the age,the shorter the years of service,and the lower the job title,the higher the satisfaction.In contrast,satisfaction with the school management dimension was polarized with age.The gender of teachers differed only in the dimension of job confidence,and by comparing the means,it was clear that male teachers had higher job confidence than female teachers.Based on the results of the study,the author proposes strategies to improve teachers’ satisfaction with after-school services in primary and secondary schools from the following four aspects: introducing flexible working systems that transform health factors into motivating factors;appropriately adjusting the salary structure and increase the salary and treatment of after-school services;paying attention to motivating factors and setting up a reasonable organizational structure;providing professional training to meet the high-level needs of teachers.