The Relationship Between Tibetan Primary Teacher’s Job Satisfaction And Organizational Culture In Tibet

To better analyse the relationship between native teacher’s job satisfactionand organizational culture in Tibetan primary schools, the survey has been usedcluster random sampling with subjects of600Tibetan teachers from six primaryareas in total. By using the basic situation of self-making scale, Job Satisfactionscale, and organizational culture scale, I have worked on the research of teacher’ssatisfaction and organizational culture of Tibetan primary schools. Throughresearch and analysis, we can draw the conclusions as follows:(1) Teacher’s job satisfaction. Among the surveyed456Tibetan primaryschool teachers, including41.3%male and58.7%female, the overall satisfactionlevel is low, and female teacher’s job satisfaction level is generally higher thanmale. On marriage, the satisfaction level of unmarried teachers is generallyhigher than those of married. In the workplace, the proportion of teachers in ruraland pastoral areas is33.8%, the proportion of teachers in the county is27.0%,and that of urban area is39.2%. Teacher’s job satisfaction in agricultural andpastoral areas is generally higher than the county teachers. At the same time, thesatisfaction level of county teachers is also higher than the city teachers. As forthe level of education, the proportion of graduate teachers is41.9%, with thehighest level of job satisfaction; the proportion of college teachers is54.4%, withthe lowest level of satisfaction. In terms of work experiences, teachers whoseexperiences is less than5years or between6years and20years have the highestlevel of job satisfaction. On titles, class teachers,subtropical teachers and other teachers with higher titles of Tibetan primary school have the highest level of jobsatisfaction. There are significant differences between different titles onsatisfaction of pay, managers, colleague and communication. In terms of theirpositions, the general teachers and teachers in charge of class have the highestlevel of job satisfaction.(2) Organizational culture. Tibetan primary school teachers have a generallevel of organizational culture. However, the level of female teachers is higherthan male in general. There are significant gender differences on authorization,team orientation, specific objective and prospect. On marital status, theorganizational culture level of unmarried teachers is generally higher than themarried; on workplace, teachers in agricultural and pastoral areas have a higherlevel of organizational culture than the county teachers, and that of the countyteachers is higher than the city teachers. About their titles, the assistant teacherratio is21.1%, which is evaluated as the lowest level of organizational culture. Itis obviously that there are differences between different titles as for abilitydevelopment and innovation. In terms of their position, the general teachers andschool leaders are with the highest level on the organizational culture accordingto the survey.(3) Correlation analysis shows that teachers’ involvement in organizationalculture is positively correlated with teachers’ job satisfaction with theirpromotion, managers, colleagues and the work itself, and significantly negativelycorrelated with interests and regulations. In terms of the consistency of organizational culture, teacher’s job satisfaction is significant positive correlatedwith reward promotion, managers, colleagues and the work itself andsignificantly negatively correlated with interests and regulations. In terms of theadaptability of organizational culture, teacher’s job satisfaction is significantpositive correlated with reward, promotion, managers, colleagues and the workitself and significantly negatively correlated with interests and regulations. Onthe sense of mission of organizational culture, teacher’s job satisfaction ispositively correlated with reward, promotion, managers, colleagues and the workitself and significantly negatively correlated with interests and regulations.(4) According to the Regression analysis, we can find that in addition to thesatisfaction of interests, reward given and communication, the level oforganizational cultural has a positive impact on six aspects of teacher’s jobsatisfaction in Tibetan primary schools, that is, with a higher level of schoolorganizational culture, teacher’s job satisfaction will be in a higher level as well.