ArticleBMC psychology2025
Job stress, coping resources and teacher career satisfaction: a questionnaire survey based on China's "double reduction" policy.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
BACKGROUND AND
aimsTeacher career satisfaction is closely linked to education reform. Taking China's "double reduction" policy as an opportunity and guided by stress process theory, this study examines the relationship between job stress and teacher career satisfaction, as well as the moderating roles of the social support network and self-efficacy as coping resources in this relationship.
methodAn online cross-sectional survey was conducted among 576 primary and secondary school teachers in Nantong City and Yangzhou City, China. Data analysis included descriptive statistics, correlation analysis, multiple linear regression model and the test of moderating effects.
resultsTeacher career satisfaction under the "double reduction" policy is not so good, and it is worse in the pilot area than in the non-pilot area(51.76 < 55.21). The job stress negatively predicts teacher career satisfaction (β = -0.26, p < 0.001) and demonstrated robustness in both pilot and non-pilot areas (β = -0.33, p < 0.001; β = -0.16, p < 0.01). Coping resources play a moderating role in the relationship between job stress and teacher career satisfaction. Among them, the interaction coefficient between job stress and social support network is positive in total and pilot areas(β = 0.004, p < 0.05; β = 0.006, p < 0.05), indicating positive moderation; and the interaction coefficient between job stress and self-efficacy is also positive in total, pilot and non-pilot areas (β = 0.005, p < 0.001; β = 0.007, p < 0.001; β = 0.004, p < 0.05), indicating a similarly positive moderation.
conclusionStress process theory helps to understand teacher career satisfaction under China's "double reduction" policy. It reveals the dual function of the "double reduction" policy on teacher career satisfaction, both in terms of the negative correlation with job press and the positive moderation from coping resources. Therefore, the main implication of this article is "seeking benefits and avoiding harm", which means that while preventing and resolving job press, we should actively develop resources in order to enhance teacher career satisfaction.
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