THE RELATIONSHIP BETWEEN PROFESSIONAL IDENTITY AND JOB SATISFACTION OF TEACHERS IN PRIVATE UNIVERSITIES IN CHENGDU

Abstract

This study aims to investigate the current status of professional identity and job satisfaction among teachers at private universities in Chengdu, as well as the relationship between these two constructs. A total of 421 valid samples were collected through stratified random sampling, and quantitative analysis was conducted using SPSS 26.0. Results show that teachers at private universities in Chengdu have moderate-to-high levels of professional identity (mean range: 3.44–3.68) and job satisfaction (mean range: 3.41–3.54), with the highest scores in items related to professional competence experience and stable salary, and the lowest in items concerning social recognition and salary fairness. Correlation analysis reveals a strong positive correlation between professional identity and job satisfaction (r = 0.666, p < 0.01). Regression analysis further indicates that professional identity significantly positively predicts job satisfaction (β = 0.663, p < 0.001), explaining 44.6% of the variance, while demographic variables have no significant impact. These findings provide a theoretical basis and practical reference for improving the professional well-being of teachers at private universities in Chengdu.