Job satisfaction among Chinese secondary school teachers: A two-wave longitudinal study using the job demands-resources model.

In recent years, teachers' job satisfaction has received increasing attention, with extensive research conducted to explore its influencing factors in order to reduce turnover rates and enhance teacher well-being. The job demands-resources (JD-R) model offers a comprehensive framework for understanding occupational well-being and is the theoretical basis for investigating teacher job satisfaction. Using a longitudinal cross-lagged model with 337 secondary school teachers, this study examines the dynamic relationships over time among school-family conflict, teacher emotional exhaustion, leadership support, and job satisfaction. The results reveal reciprocal relationships between school-family conflict and teacher emotional exhaustion and between leadership support and teacher job satisfaction. Thus, this research validates and extends the JD-R model by uncovering reciprocal interactions among teachers' job resources, demands, and outcomes. Furthermore, in the context of China's increasing emphasis on school-family-community cooperation in education, this study is the first to incorporate school-family conflict as a job demand in teacher well-being research, providing a new direction for theoretical research on teacher well-being and practical efforts to enhance teacher welfare.