高校教师工作满意度影响因素结构模型的构建——基于18位高校教师访谈的质性分析

Structural Model Construction of Factors Influencing College Teachers’ Job Satisfaction——A Qualitative Analysis Based on Interviews with 18 College Teachers

高校教师工作满意度影响因素是满意度评价以及各因素相关关系研究的基础和前提。基于研究的已有成果和特点,借鉴扎根理论方法,对18位高校教师的访谈数据进行质性分析,确定了高校教师工作满意度影响因素层次结构模型,发现高校教师工作满意度影响因素由日常管理、主体意识、文化感知、基础条件和发展空间5个宏观因素、27个直接因素以及293个原始概念组成。各因素还受到教师性别、职称以及教师所在高校层次等外生变量的影响,这些外生变量将高校教师区分为不同的群体,各个影响因素在以外生变量区分的群体上存在差异。

The influencing factors of college teachers’ job satisfaction are the basis and premise of satisfaction evaluation and the research on the correlation of each factor. Based on the existing research results and characteristics of college teachers’ job satisfaction, using the qualitative analysis method of grounded theory for reference, the interview data of 18 university teachers are analyzed, and the hierarchical structure model of influencing factors of University teachers’ job satisfaction is determined. It is found that the influencing factors of college teachers’ job satisfaction include five macro-factors: daily management, subject consciousness, cultural perception, basic conditions and development space, 27 direct factors and 293 original concepts. These factors are also influenced by exogenous variables such as teachers’ gender, professional title and university level. These exogenous variables distinguish university teachers from different groups, and there are differences in the influencing factors among different groups. The structural model and group differences provide a feasible path for the positive interaction between university management and teachers’ job satisfaction.