Job Satisfaction Survey Of English Teachers In Secondary Vocational Schools

Research works on job satisfaction have developed in almost all the professional fields,after Hoppock published his research paper.However,A few scholars have studied teachers’ job satisfaction as a whole,few research has done to individual subject,especially on English teachers’ job satisfaction in secondary vocational schools.Secondary-level schools in Jining allow students to fill in the double application form.Both secondary high schools and secondary vocational schools recruit students in the same enrollment way.Since 2015 students sign up and get admission letter together.As a result,enrollment plan of secondary vocational schools increased by 20% in 2015,and all the plans are fulfilled.Therefore,most parents changed the idea of despising secondary schools.Additionally,students can go to university after taking entrance examination.English is the entrance compulsory subject.So English teacher’s job satisfaction is also an important issue.As a result,this essay may enlarge the research fields of secondary vocational school teachers,may fill in the gap on secondary vocational school English teachers’ job satisfaction research fields.Two specific questions are put forward in this paper : 1.What is the level of job satisfaction of English teachers in Secondary Vocational Schools in Jining? 2.What are the differences of job satisfaction among English teachers in secondary vocational schools in terms of personal characteristics and external environment?The paper adopts the method of questionnaire survey and case interview,which interviewed and investigated 152 English teachers and 5 representative teachers.The questionnaire includes five dimensions which are Incentive and Management,Environment and Resources,Work and Return,Colleague Relationships,Students and Parents.Results show:The overall job satisfaction level is medium-high,but the obvious differences exist in the different job satisfaction dimensions and different personal characteristics.From the gender distinction,female English teachers’ job satisfaction towards the Incentive and Management dimension is lower than the male.From the age aspect,English teachers between the age of 30 and 49 have lower job satisfaction than their co-workers under 29 years old and over 50 years old.The reasons may lie in more work pressure and less payment.From the different teacher years,English teachers’ job satisfaction shows the trend of “high-low-higher”with the increasing teaching years.Their obvious differences may exist in the dimension of the Incentive and Management.From the point of professional titles,all the five dimensions of English teachers’ job satisfaction are influenced by professional titles.Teachers with lecturer titles have lower satisfaction than teachers with senior lecturer and assistant lecturer.From the educational degree,English teachers with higher educational degrees(master’s degree)have lower job satisfaction than teachers with lower educational background(bachelor’s degree and associate degree).From the teaching grade,the higher grade English teachers teach,the lower job satisfaction they have.From the the school nature,English teachers from public secondary vocational schools have higher job satisfaction than those from private schools.According to the survey by questionnaire,key factors that affect English teachers’ job satisfaction of secondary vocational schools in Jining include: age,teaching years,professional titles,educational degree,and school nature.And according to the interviews,key factors that affect English teachers’ job satisfaction of secondary vocational schools in Jining are: unbalanced development among schools,income distribution difference among teachers,and special characters of secondary vocational school students.Based on the above results,the essay puts forward the suggestions to keep and improve the job satisfaction of English teachers in Jining secondary vocational schools.