International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 4
Available Online: 30 April 2024
Author/s:
Yang, Yong
Graduate School, Lyceum of the Philippines University – Batangas (309729784@qq.com)
Abstract:
This study utilized a descriptive research methodology to determine teachers’ motivation, quality of work life, and job performance in applied undergraduate colleges and universities in China. A total of 385 teachers from different universities participated in this study. Respondents identified with teacher motivation in terms of exogenous regulation, intake regulation, self-identification, and internal motivation. Similarly, university teachers agreed on the impact of working conditions for personal competence development, opportunities for future employment growth and job security, and work and recreational space aspects on the quality of work life. They are supportive of job performance in terms of talent development, scientific research, and social services. There is no significant difference between motivation, quality of work life, and job performance of university teachers. This study found a significant correlation between the three of them. This means that the more motivated they are and the better their quality of work life, the better job performance they can have. Finally, a professional development program is proposed to improve Chinese university teachers’ work motivation, quality of life, and job performance. Therefore, this study proposes some policies and improvements that can be useful for improving the productivity and increasing the performance output of university teachers. In addition, the results of this study can better facilitate participation, and serve as a basis for innovation to meet the development of Chinese higher education and the continuous professional needs of teachers.
Keywords: Chinese university teachers, motivation, quality of work life, work performance, applied undergraduate school
DOI: https://doi.org/10.5861/ijrse.2024.24620
Cite this article:
Yang, Y. (2024). Teachers’ motivation, quality of work life, and work performance in Chinese universities. International Journal of Research Studies in Education, 13(4), 71-81. https://doi.org/10.5861/ijrse.2024.24620