This study investigates the occupational well-being of 3,741 primary and secondary school teachers at different levels in 12 provinces, municipalities and autonomous regions in China to understand the current situation of occupational well-being of urban and rural primary and secondary school teachers in China. By using multilevel data analysis technique, we also try to examine the relevant factors that influence the occupational well-being of those teachers. The study found that: (1) the occupational well-being of primary and secondary school teachers in China is at a medium level; (2) there are significant inter-school differences in the occupational well-being of primary and secondary school teachers in China, and the school level can explain 14% of the variance in teachers' occupational well-being and the teacher individual level can explain 86% of the variance; (3) In the individual level of the multilevel model, the marital status, teaching age, occupational title, monthly income, daily workload and other variables significantly affect the occupational well-being of primary and secondary school teachers; (4) In the school level of the multilevel model, the school type significantly affects the occupational well-being of primary and secondary school teachers. The occupational well-being of teachers in rural teaching points is significantly higher than that of other school types. The influence of school location on the occupational well-being of primary and secondary school teachers is not significant, but the occupational well-being of primary and secondary school teachers in Central China is significantly lower than that in Western China.
本研究对多省市区3,741名城乡中小学教师的职业幸福感状况进行了调 查,以了解当前中国城乡中小学教师职业幸福感现状,并运用多层线性回归模型对 相关的影响因素进行了分析。研究发现:(1)中国中小学教师的职业幸福感存在显著 的校际间差异,学校层面可解释教师职业幸福感差异的14% ,教师个体层面可解释 86% 的差异;(2)计量模型的教师个人层面中,婚姻状况、教龄、职称、月收入、日 工作量等变量显著影响着中小学教师的职业幸福感; (3)计量模型的学校层面中, 学校类型变量显著着影响中小学教师的职业幸福感,农村教学点教师的职业幸福感 显著高于其他学校类型教师; 东中西区域位置对教师的职业幸福感无显著影响,但 中部地区中小学教师的职业幸福感显著低于西部地区。