Demographics distribution of samples (N = 1035).

Improving the job satisfaction of vocational education teachers (VET) is necessary for maintaining the stability of the vocational education teaching force and is an essential support for enhancing the professional attractiveness and ensuring the quality of VET. Unlike previous studies, firstly, in terms of groups, the particular group of teachers in this study focuses on VET, which in reality is often overlooked compared to other groups of teachers due to the low level of recognition of vocational education (VE) in China. Secondly, this phenomenon is more prominent and less researched regionally in economically underdeveloped areas due to the uneven and disparate economic development between the East and West of China. In terms of sample size, previous studies have lacked large samples, making it difficult to obtain convincing and realistic results. Finally, most previous studies considered teachers’ job satisfaction (TJS) in terms of external or internal factors alone. However, this study considers a combination of the external factor of the school climate (SC) in which VET works and the internal factor of teachers’ self-efficacy (TSE) to explore the relationship with TJS and its impact. Based on data from a survey of 1035 teachers in China, a structural equation model estimation method was used to explore and analyze the impact of SC and TSE on their TJS and the specific role of the relationship. The research found that VET-perceived SC is positively predicting TJS; VET-perceived SC is positively predicting TSE; TSE is positively predicting TJS; TSE significantly mediates the relationship between SC and TJS. This study provides a theoretical perspective that integrates the external organizational influences of SC and introduces the internal psychological factor of TSE as a mediating variable to understand TJS. In practice, it helps raise the importance of VET and provides empirical data and intellectual support to the relevant government departments in improving TJS.

提升职业教育教师（VET）的工作满意度，是维持职业教育教师队伍稳定性的必要前提，亦是增强职业教育（VE）职业吸引力、保障职业教育教学质量的核心支撑。与既往研究不同，本研究在四个维度存在显著差异：其一，群体维度：本研究聚焦职业教育教师（VET）这一特殊群体——由于当前国内职业教育认可度偏低，该群体常相较于其他教师群体被忽视；其二，区域维度：受我国东西部经济发展不均衡影响，经济欠发达地区的职业教育教师工作满意度问题更为突出，而相关研究却相对匮乏；其三，样本维度：既往研究多缺乏大样本支撑，难以获得具备说服力与现实性的研究结论；其四，研究视角：多数既往研究仅单独从外部或内部因素探讨教师工作满意度（TJS），而本研究则结合职业教育教师所处的学校氛围（SC）这一外部因素，与教师自我效能感（TSE）这一内部因素，探究二者与教师工作满意度的关联及其影响路径。本研究基于针对国内1035名职业教育教师的调研数据，采用结构方程模型估计方法，探究并分析了学校氛围（SC）与教师自我效能感（TSE）对教师工作满意度（TJS）的影响，以及二者间关系的具体作用机制。研究结果显示：职业教育教师感知到的学校氛围对其工作满意度具有正向预测作用；职业教育教师感知到的学校氛围对其自我效能感具有正向预测作用；教师自我效能感对其工作满意度具有正向预测作用；教师自我效能感在学校氛围与教师工作满意度的关联中发挥显著的中介作用。本研究既提供了整合学校氛围这一外部组织影响因素、并引入教师自我效能感作为中介变量以解析教师工作满意度的理论视角，亦在实践层面有助于提升社会对职业教育（VE）的重视程度，并可为相关政府部门提升职业教育教师工作满意度提供实证数据与智力支持。