A Systematic Review of the Determinants of Job Satisfaction among Professional Teachers in Chinese Vocational Colleges

Abstract

This study presents a systematic review of empirical research on job satisfaction among vocational college faculty in mainland China, covering literature published between 2020 and 2024. Employing the PRISMA methodology, 24 peer-reviewed articles were selected from the Scopus database to identify key determinants of faculty job satisfaction. The analysis categorizes influencing factors into five major domains: organizational environment (e.g., leadership quality, collegial support), economic and welfare conditions (e.g., salary, benefits), career development opportunities (e.g., training, promotion), job characteristics (e.g., workload, autonomy), and individual and psychological traits (e.g., intrinsic motivation, work-life balance). Findings reveal that job satisfaction is shaped by a complex interplay of institutional, personal, and contextual variables, with notable variations across regions and institutional types. The study addresses gaps in fragmented literature by synthesizing diverse perspectives and methodological approaches, and it proposes a conceptual framework for future research and policy development. By highlighting the most influential factors, this review offers actionable insights for policymakers and administrators aiming to enhance faculty well-being, institutional performance, and the sustainability of China’s vocational education system.