An Investigation of Factors Influencing Middle School Teachers Job Satisfaction: A Case Study of a Middle School in Dazhou City

Purpose: This study aims to identify the factors influencing teachers’ job satisfaction using a middle school in Dazhou City, Sichuan Province, China. Research design, data and methodology: A quantitative research design was adopted. Questionnaire surveys were distributed to 90 teachers at a middle school in Tongchuan District using stratified random sampling. Multiple linear regression was used to examine the relationships between working hours, work pressure, organizational commitment, teacher self-efficacy, teacher career motivation, and job satisfaction. In addition, a 16-week strategic planning program was implemented with 30 teachers to improve job satisfaction. Paired sample t-tests were applied to compare the pre- and post-intervention results. Results: The multiple linear regression results show that organizational commitment, teacher career motivation, and teacher self-efficacy have significant positive effects on job satisfaction. Working hours and work pressure do not show significant direct effects in the regression model. After the program implementation, the paired sample t-test results indicate significant improvements in working hours, work pressure, organizational commitment, teacher self-efficacy, teacher career motivation, and overall job satisfaction. Conclusions: The findings suggest that school management practices that strengthen organizational commitment, support teachers’ professional motivation, and improve working conditions can enhance teachers’ job satisfaction. Practical actions such as flexible work arrangements, professional development opportunities, and participatory school governance may help improve teachers’ workplace experiences and support sustainable educational development.