Volume 29, Issue 2
DOI: 10.24205/03276716.2020.204
INFLUENCE OF PROFESSIONAL IDENTITY AND CORE SELF-EVALUATION ON JOB SATISFACTION OF VOCATIONAL EDUCATION TEACHERS AND THE MEDIATING EFFECT OF WORK STRESS
Abstract
The study aims to identify the correlations between professional identity, core self-evaluation, work stress, and job satisfaction of vocational education teachers. First, a theoretical model was established with professional identity and core self-evaluation as exogenous potential variables, and with work stress and job satisfaction as endogenous potential variables. The work stress also serves as a mediating variable. Then, 322 vocational education teachers were randomly selected for online and field surveys. The survey results were compared with the model outputs to verify the fitness between the theoretical model and the sample data. The results show that the work stress partly mediates the relationship between professional identity and job satisfaction, and fully mediates the relationship between core self-evaluation and job satisfaction; work stress has a significant positive correlation with professional identity, core self-evaluation and job satisfaction; there is a significant positive correlation between professional identity and job satisfaction. The research findings help to relieve work stress and promote the job satisfaction of vocational education teachers.
Keywords
Professional Identity, Core Self-Evaluation, Job Satisfaction, Work Stress, Vocational Education Teachers.