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In the Chinese education sector, educators' job satisfaction (JoS) is considered critical to educational quality and student outcomes. One critical area of inquiry is the organizational climate (OC) and its impact on JoS, and psychological well-being (PW), with technological influence (TI) moderating effect. The current study has tried to look at the exact relationship among OC, PW, and JoS for educators working in the Chinese higher education setting. It also discusses the moderating role of TI on OC and JoS. This study uses a quantitative cross-sectional survey design, grounded in post-positivism assumptions. Data collection involved sampling 690 respondents in the Chinese higher education setting via WeChat. The study methodology part included a pre-test, translation validation, demographic characteristics of participants, and results that showed a significant positive influence on JoS for PW and OC. The study also confirms the positive effect of PW on JoS. Moreover, the mediating role of PW within the OC–JoS link is also supported. Furthermore, TI positively moderates the OC–JoS relationship, thus it implies a supportive role of technology in enhancing the educators' satisfaction. The model indicated that OC, PW, and TI explain 72.4% of the variation in JoS. In this respect, the findings offer some practical insights for educational institutions and policymakers to facilitate enhancement strategies for OC, thus recognizing its influence on JoS and the well-being of educators. Understanding how technology can play a moderating role presents the strategic occasion to utilize technological tools for a more satisfying work environment.
Liu et al. (Mon,) studied this question.