Examining the Job Satisfaction of Ethnic Music Teachers: The Experience of Guangdong Province, China
Abstract
The job satisfaction of ethnic music teachers remains underexplored despite their important role in preserving cultural heritage and promoting arts education. This study examines the determinants of job satisfaction among ethnic music teachers in Guangdong Province, China, using an explanatory sequential mixed methods design. Quantitative data were collected from 100 teachers through a structured questionnaire measuring five dimensions: personal factors, workload and resources, social and cultural factors, salary and benefits, and administrative support. Standardized regression coefficients were compared within a composite satisfaction index framework. Qualitative data from semi-structured interviews with six teachers were used to further interpret the statistical findings. The results indicate that administrative support and salary and benefits are the strongest predictors of overall job satisfaction, while cultural identity and intrinsic motivation also contribute meaningfully. Interview findings reveal that leadership style, institutional recognition, and professional growth opportunities play critical roles in shaping teachers’ experiences. The findings support Herzberg’s two-factor theory and extend its application to arts education in regional Chinese contexts. The study provides policy implications for improving teacher retention and strengthening support systems in ethnic music education.
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