Teacher Job Satisfaction in China, 2021 To 2025: Roles, Determinants, and Outcomes Across Primary, Secondary, and Tertiary Education

Abstract

This systematic review synthesizes 42 China based empirical studies published in English from 2021 to 2025 across preschool, primary, secondary, and higher education. We map how teacher job satisfaction is defined, measured, and positioned as outcome, mediator, moderator, or predictor. Narrative synthesis shows consistent drivers in leadership, professional learning communities, school climate, autonomy, and social support, alongside strain from workload, hindrance stressors, and burnout. Satisfaction links to instructional quality, engagement, knowledge sharing, life satisfaction, professional development intention, and lower turnover intention. Tier comparisons highlight role differences for homeroom and subject teachers, and distinct higher education dynamics involving work family conflict, ostracism, and technology shaped climate. We outline levers and propose measurement standardization and longitudinal evaluation to guide policy and practice.