The impact of teacher personality traits, perceived organizational support, and self-efficacy on job satisfaction: From the perspective of private universities in Yunnan province, China

Abstract

This study is based on the social cognitive career theory in order to investigate the influence of teachers' personality traits, perceived organizational support, and self-efficacy on job satisfaction. Understanding the relationships between these factors is particularly important for enhancing teachers' job satisfaction. First, purposive sampling was used to select the four private universities for this study, followed by quota sampling which was used to determine the proportion of teachers at each of the four private universities, followed by convenience sampling. A questionnaire survey of 581 was collected from the 4 private universities located in Yunnan province, China. The findings reveal that teachers' perceived organizational support has a significant positive impact on personality traits, self-efficacy, and job satisfaction. Teachers’ personality traits have a significant positive impact on self-efficacy and job satisfaction. Additionally, a teacher’s self-efficacy has a significant positive impact on a teacher’s job satisfaction. Overall, this study provides valuable insights for enhancing the job satisfaction of teachers in private universities.

Keywords: Job satisfaction, personality traits, perceived organizational support, private university, self-efficacy.

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