Working Condition and Quality of Work Life of High School Teachers in China

This study employed descriptive research to determine the relationship between working conditions and quality of work life of high school teachers in China. A total of 385 respondents from various Chinese high schools were involved in the study. Results showed that majority of the respondents are male, 36 years old and above, college degree holders and working for 16 years and above. They agreed on all the indicators under working conditions, giving high regard to teacher leadership, safety and well-being and community support and involvement. In terms of quality of work life, the respondents agreed on all the items giving more importance to job security, work environment and training development. Also, significant differences were observed in the responses based on demographic profiles. In addition, there is a highly significant relationship between working conditions and quality of work life of high school teachers in China. This implies that improvements in working conditions tend to lead to improvements in teachers' quality of work life and in turn can contribute to their overall job satisfaction and well-being. In the end, an action plan to enhance the working conditions and quality of work life of high school teachers in China was proposed. Hence, the findings highlight the need for targeted interventions aimed at reducing the workload and enhancing the quality of work life of high school teachers in China. Educational institutions and policymakers are encouraged to consider reforms that address excessive working hours, provide mental health support, and promote professional development opportunities. By investing in the well-being of high school teachers, China can ensure a more motivated and effective teaching workforce, ultimately benefiting students and the broader educational system.