Occupational Burnout and Job Satisfaction in Chinese Private Primary Schools: A Conceptual Framework of Demographic Moderation

Yunchun Ji

doi:10.63313/ESW.9095

Authors

Yunchun Ji Polytechnic University of the Philippines Author

DOI:

https://doi.org/10.63313/ESW.9095

Keywords:

Occupational Burnout, Job Satisfaction, Demographic Moderation, Job Demands-Resources (JD-R) Model, Social Exchange Theory, Private Primary Schools

Abstract

Against the backdrop of China's "Double Reduction" policy and the rapid modernization of basic education, private primary school teachers in Western China face a unique professional environment characterized by high accountability, market-driven instability, and intensive emotional labor. While the inverse relationship between occupational burnout and job satisfaction is well-established, existing literature often treats teachers as a homogeneous group, overlooking how individual backgrounds condition this dynamic. This paper addresses this theoretical gap by proposing an integrative conceptual framework specifically for the Chinese private education sector. Drawing upon the Job Demands-Resources (JD-R) model and Social Exchange Theory, we argue that the translation of burnout into dissatisfaction is not a uniform physiological reaction but a contingent process modulated by a "Demographic Filter." We posit that professional characteristics (such as the high-demand role of Homeroom Teachers and low tenure) and socio-economic factors (such as salary level and marital status) act as critical moderators that either amplify or buffer the psychological toll of stress. By synthesizing these perspectives, this study moves beyond generic stress theories to offer a nuanced, equity-based model for understanding teacher well-being, providing actionable insights for school administrators to implement differentiated support strategies in a high-pressure educational landscape.

References

[1] Bakker, A. B., & Demerouti, E. (2007). The Job Demands–Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328.

[2] Bao, X., & Fang, Y. (2021). The relationship between teacher burnout and job satisfaction: Evidence from China’s private schools. Frontiers in Psychology, 12, 657192. https://doi.org/10.3389/fpsyg.2021.657192

[3] Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513.

[4] Han, J., Yin, H., & Wang, W. (2020). Teacher motivation and job satisfaction in Chinese pri-vate schools: The role of work conditions and salary fairness. Asia Pacific Journal of Edu-cation, 40(2), 185–201. https://doi.org/10.1080/02188791.2020.1733185

[5] Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.

[6] Jiang, Y., & Li, Y. (2022). Marital status, family support, and occupational burnout among Chinese teachers: Evidence from primary and secondary schools. Chinese Journal of Clini-cal Psychology, 30(2), 377–384.

[7] Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover in-tention. International Journal of Educational Research, 53, 160–170.

[8] Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(2), 99–113.

[9] Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction, and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.009

[10] Song, J., & He, Y. (2019). Salary satisfaction and job burnout among Chinese teachers: The mediating role of psychological contract. Frontiers in Psychology, 10, 2238. https://doi.org/10.3389/fpsyg.2019.02238

[11] Sun, J., & Xia, Q. (2018). Teacher burnout and turnover intention in China: The moderating role of job role. Chinese Journal of Applied Psychology, 24(4), 321–330.

[12] Wang, M., & Li, X. (2019). Job role and job satisfaction of Chinese teachers: A comparative study between homeroom and subject teachers. Educational Review, 71(3), 331–347.

[13] Wu, M., Liu, C., & Zhao, Y. (2021). Job resources, burnout, and satisfaction among Chinese teachers: A structural equation model analysis. Asia Pacific Education Review, 22(3), 421–435.

[14] Wu, X., & Zhang, Y. (2020). The role of salary fairness in teachers’ job satisfaction: Evi-dence from Chinese private schools. Journal of Educational Management, 34(5), 487–503.

[15] Xie, J., Li, H., & Chen, H. (2020). The influence of demographic variables on occupational burnout among primary school teachers in rural China. International Journal of Mental Health Systems, 14(1), 1–10.

[16] Zhang, Q., & Zhu, W. (2008). Exploring emotion in teaching: Emotional labor, burnout, and satisfaction in Chinese higher education. Communication Education, 57(1), 105–122.

[17] Zhou, X., & Liu, J. (2021). Age and burnout among Chinese teachers: The mediating role of job demands and resources. Journal of Educational Psychology, 113(7), 1305–1318.