Investigating the determinants of job satisfaction of Italian graduates: a model-based approach

Chinese ideological and political teachers’ job satisfaction, loving pedagogy, and their professional success

Job satisfaction, loving pedagogy, and teachers’ professional success, as three major emotional-psychological variables, have gradually gained its momentum in educational settings. The relationship among them has remained unknown. To address the existing gap, the current study set out to investigate the relationship among Chinese Ideological and Political (IAP) teachers’ job satisfaction, loving pedagogy, and their professional success. This non-experimental study employed three questionnaires adopted from and validated by prior studies. To carry out the study, an electronic survey created through Wenjuanxing, a computer program for conducting an online survey in China, was employed and convenience sampling technique was used. One thousand one hundred and eighty-nine Chinese IAP teachers with different majors, various academic degrees, and diversified teaching experiences voluntarily took part in the present study. With statistical analysis carried out by AMOS 23.0, the results of the study showed that job satisfaction and loving pedagogy could jointly predict 46.8 of the variance of teachers’ professional success. Both variables were the significant predictors of professional success, while loving pedagogy was a better predictor, solely explaining 39.4 of teacher success’s variance. Based on the findings, some pedagogical implications for educational institutions, administrators, and IAP teachers were discussed in the article. Future research directions and limitations were also mentioned.

Chinese English as a Foreign Language Teachers' Job Satisfaction, Resilience, and Their Psychological Well-Being

Job satisfaction, resilience, and teacher well-being, as the three major psychological variables emotioncy- based education, have received special attention among English as a foreign language (EFL) researchers. To pursue the line of this inquiry, this particular study aimed to investigate the relationship between Chinese EFL teachers’ job satisfaction, resilience, and their well-being. To conduct the study, 343 Chinese EFL teachers with different academic qualifications, various academic degrees, and different majors voluntarily participated in this study. The results of the study showed that job satisfaction and resilience could jointly predict 56.4 of the variance in psychological well-being. Both variables were the significant predictors of well-being, while job satisfaction was a better predictor, uniquely explaining 29.6 of well-being’s variance. Based on the findings, some pedagogical implication for administrators, educational institutions, and EFL teachers were discussed in the article.