Chen Ying

Dhurakij Pundit University

Abstract：

Based on cognitive-emotional consistency theory, this study surveyed 412 university teachers nationwide to explore how school organizational factors affect job satisfaction, examining the dual mediating roles of role expectations and role experiences. Using four validated scales and SPSS 26.0 with PROCESS macro (Bootstrap 5000), results show: School organizational factors significantly positively predict teachers' job satisfaction; Role expectations mediate this relationship, accounting for 20.3% of total effect; Role experience also mediates, accounting for 25.9% of total effect. This study reveals dual cognitive-emotional pathways, providing implications for university management optimization.

Key Words：

university teachers; organizational factors; job satisfaction; role expectations; role experience; mediating effect