Author: GUO QINGMEI

Issue: 2023-2024

Abstract:

Motivation theory suggests that the higher the level of motivation, the stronger the satisfaction and the higher the job performance; conversely, the lower the level of motivation, the lack of motivation to accomplish organizational goals and the lower the job performance. This provides theoretical support for studying the relationship between job motivation, job satisfaction and job performance. In this paper, by combing the relevant literature on job motivation, job satisfaction and job performance in China and abroad, we found that although these topics have attracted extensive attention from scholars around the world in recent years, the relationship between job motivation, job satisfaction and job performance of young teachers in colleges and universities has not been comprehensively studied, and there is also a lack of corresponding empirical studies. In this study, the young teachers of Shengda University, a well-known private university in Henan Province, which has a large population in China, were surveyed by questionnaires, and descriptive statistical analysis, analysis of variance, correlation analysis, and regression analysis were conducted on each dimension of teachers’ job motivation, job satisfaction, and job performance using SPSS25.0 software. On the basis of the analysis, the interrelationships among the three dimensions were explored. The main findings of this study were as follows: there were significant differences in job motivation, job satisfaction, and job performance among young teachers of different ages, teaching experience, marital status, and titles, while young teachers’ job motivation was a positive predictor of job performance; and young teachers’ job satisfaction was a positive predictor of job performance.
Finally, this study puts forward relevant suggestions based on the research results, including that the university managers should be people-oriented in the actual management, pay attention to the different attributes of young university teachers, fully consider the teachers’ needs, and adopt diverse motivation and management methods to enhance their work motivation and improve their job satisfaction and performance. Managers should reform and improve teachers’ incentive mechanism and set fair and just conditions and procedures for personal promotion. To provide good humanistic care for young teachers, school leaders should be approachable and respectful. Managers should broaden learning channels for young teachers and enrich their online and offline learning resources. Administrators should develop a system to protect the legitimate rights and interests of young teachers in the context of the school and should develop a scientific and reasonable salary plan that makes compensation fair and motivating. Managers should guide young teachers to play the role of a team and organization to improve their work performance. It is hoped that these suggestions can provide a reference for university administrators to motivate young teachers, improve their job satisfaction and enhance their job performance.

Keywords: Young university teachers, Job motivation, Job satisfaction, Job
performance