International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 4
Available Online: 15 April 2024
Author/s:
Liu, Di
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (463532318@qq.com)
Hetao College, Bayannur, City, Inner Mongolia, 015000 China
Abstract:
Young university faculty members are an important part of the university. Strengthening the training of young teachers and cultivating the essence of talent education is the core of the educational task and more importantly the responsibility of school administrators. Teachers teach and educate people, according to the standard requirements. They should also do well in their professional career planning, to further understand their situation, contribute to their professional growth and development and better adapt to the teaching work and become more excellent. This study utilized descriptive research to determine the relationship among job motivation, job satisfaction and job performance. A total of 319 young Chinese university faculty participated in the study. Results showed that majority of the respondents were male, aged 25-29 years old, married, 0-5 years in service, and teaching STEM. They also agreed on the hygiene factors and motivators as indicators of their job motivation. Among the various dimensions of job satisfaction, autonomy, creativity at work and student relationship are the most important for young university teachers while for job performance, discipline and regulation matter the most. Moreover, there was a significant difference in job motivation when respondents were grouped according to years in service. In terms of job satisfaction, there was a significant difference in age and years in service except for working conditions and school culture; and lastly, in terms of job performance there was a significant difference in age, sex except for management skills, and years in service. Also, there was a highly significant relationship among the three variables. This implies that when young university teachers are motivated in their job, the more satisfied they become, and the better is their performance. In the end, an enhanced faculty development plan was proposed to improve the young university teachers’ job motivation, satisfaction, and performance. Integrating young teachers into the education system can also provide more opportunities and platforms to promote their rapid growth and maturity. Young teachers are in a stage of active learning and exploration, and they are more open and receptive to new knowledge and technologies. Hence, this study may help universities and other academic institutions create supportive environments and effective support systems to attract, retain, and empower young university teachers for long-term success and fulfillment in their chosen careers.
Keywords: job motivation, job satisfaction, job performance
DOI: https://doi.org/10.5861/ijrse.2024.24619
Cite this article:
Liu, D. (2024). Job motivation, satisfaction and performance of young university faculty members in China: Basis for an enhanced faculty development plan. International Journal of Research Studies in Education, 13(4), 57-69. https://doi.org/10.5861/ijrse.2024.24619