An Empirical Study on Influence Factors of Salary Satisfaction of Public School Teachers： Based on the Equity Theory Perspective
Du Ping1 Xie Yao1,2
1.Institute of Education Economics， Faculty of Education/Capital Institute for Economics of Education， Beijing Normal University， Beijing 100875；2.Business College， Jiangxi Science & Technology Normal University， Nanchang 330038
Abstract：Salary satisfaction is the employee's key perception of salary， succeeding in salary system reform are highly depend on perception of employee， so the research of salary satisfaction have always been the hotspot of the salary research area. In the performance pay reform context， this article， from the equity theory perspective， using the sectional survey data of six counties in Beijing of 2014 to describe the levels and structure of salary satisfaction of public school teachers，analyzed the relations between teacher expectation salary differentials， comparison of salaries and teacher salary satisfaction. The results showed that the levels of salary satisfaction of Beijing primary and secondary school teachers were relatively low， the five dimensional teacher salary satisfaction including the subsidy satisfaction had good explanatory power of teacher salary satisfaction in Beijing. Controlling the salary level and other factors， comparing with civil servant had significant effects on the salary satisfaction of salary increasing， subsidy， salary system administration；Comparing with the people with the same academic degree had significant effects on the salary satisfaction of salary level and welfare. Besides that， the teaching experience and professional title of teachers can also be the important factors affecting teacher salary satisfaction. The salary level and salary comparison effects were proved in this research， and the policy implication was been discussed.
杜 屏 谢 瑶,. 中小学教师薪酬满意度影响因素实证研究——基于公平理论的视角[J]. 华中师范大学学报（人文社会科学版）, 2018, 57(2): 168-177.
Du Ping Xie Yao,. An Empirical Study on Influence Factors of Salary Satisfaction of Public School Teachers： Based on the Equity Theory Perspective. journal1, 2018, 57(2): 168-177.
2018, Vol. 57 
