JOB SATISFACTION, CAREER COMMITMENT, AND PERFORMANCE OF COLLEGE MUSIC TEACHERS IN CHINA: AN ACADEMIC PERSPECTIVE

Abstract

Music education in higher education occupies a distinctive space where artistic creation intersects with academic responsibilities. In China, college music teachers navigate a professional environment shaped by evolving institutional expectations, policy reforms, and rapid technological change. This paper examines the interrelationship between job satisfaction, career commitment, and performance among college music educators, situating the discussion within both China’s rich musical traditions and global higher education trends. Drawing on literature and theoretical models, it examines how intrinsic motivators—such as artistic fulfillment and cultural pride—interact with extrinsic factors—such as institutional resources, career pathways, and evaluation systems. The analysis identifies challenges, including workload intensification, limited career progression, and undervaluation of artistic output, as well as opportunities afforded by China’s musical heritage and supportive cultural policies. Recommendations are offered for institutional strategies that align with the dual academic–artistic identity of music educators, fostering sustainable career development and strengthening the vitality of music education.