Effects of Chinese High School Teachers' Perceptions of School Organizational Culture and Teacher Identity on Job Satisfaction

The purpose of this study was to explore the effects of perceived school organizational culture and teacher identity on the job satisfaction of high school teachers in China. A total of 360 teachers from nine hih schools located in the eastern, central, and western regions of China participated in the study. Descriptive statistics, independent sample t-tests, one-way ANOVA, correlation analysis, and multiple regression analysis were employed for data analysis. The findings revealed the following: First, high school teachers generally held positive perceptions of school organizational culture, teacher identity, and job satisfaction. Second, differences based on teachers’ background characteristics were observed only in perceptions of organizational culture, highlighting the importance of contextual approaches to school culture. Third, both school organizational culture and teacher identity had significant effects on job satisfaction, and an empirical analysis confirmed a close and interrelated relationship among these variables.