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University Teachers Career Satisfaction in Tangshan, China: An Empirical Analysis of Intervention Strategies |
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| รหัสดีโอไอ | |
| Creator | Gao Ge |
| Title | University Teachers Career Satisfaction in Tangshan, China: An Empirical Analysis of Intervention Strategies |
| Contributor | Boonyapak Sirirat, Nathaya Pupat |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | AU-GSB e-Journal |
| Journal Vol. | 19 |
| Journal No. | 2 |
| Page no. | 101-111 |
| Keyword | Techer Motivation, University Teachers, Career Satisfaction, Higher Education, Strategic Intervention Plan |
| URL Website | https://assumptionjournal.au.edu/index.php/AU-GSB/article/view/9482 |
| Website title | AU-GSB e-Journal |
| ISSN | 1906-3296 |
| Abstract | Purpose: This study investigates the factors influencing career satisfaction among university teachers in Tangshan and evaluates a strategic plan to enhance it. Research design, data and methodology: A three-phase design was applied, consisting of pre-intervention assessment, a 12-week intervention, and post-intervention evaluation. Data were collected through surveys and interviews, with a pilot test confirming reliability. Multiple linear regression identified the main predictors of career satisfaction and paired-sample t-tests assessed improvements after the intervention. Results: The analysis showed that ambition, self-efficacy, and work engagement strongly predicted career satisfaction, while working conditions and organizational support contributed indirectly by sustaining a positive environment. The strategic plan included professional development programs, resource improvements, and stronger institutional support. Results showed significant improvements, with career satisfaction scores rising from 4.050 to 4.328, along with consistent gains in ambition, self-efficacy, work engagement, and perceived support. Conclusions: This study highlights the novelty of linking career satisfaction measurement with a structured intervention plan, offering both theoretical and practical contributions. It reinforces the role of motivation and self-efficacy in teacher satisfaction while showing that supportive environments amplify these effects. Practically, the findings suggest that universities can improve teacher satisfaction and performance by investing in professional growth, optimizing resources, and strengthening organizational support systems. |
