FACTORS OF ORGANIZATIONAL CLIMATE AFFECTING THE OCCUPATIONAL WELL-BEING OF PRIMARY SCHOOL TEACHERS IN CHINA

Abstract

In the context of modernizing educational governance and advancing high-quality basic education in China, primary school teachers' occupational well-being has become a key indicator of school organizational effectiveness. Organizational climate, as a critical contextual factor within school management, is closely associated with teachers' professional experiences. Drawing on the Job Demands–Resources theory, this study conducts a systematic review of the literature to examine the structural characteristics of organizational climate in Chinese primary schools and the dimensional features of teachers' occupational well-being. From a theoretical perspective, it explores the underlying mechanisms linking organizational climate to occupational well-being. The review reveals disparities across regions, urban–rural settings, and organizational dimensions. Resource-related factors tend to enhance teachers'occupational well-being, whereas excessive workload may undermine positive professional experiences. A structural alignment is observed between specific dimensions of organizational climate and corresponding aspects of occupational well-being. The study provides theoretical insights for optimizing school management and promoting teachers' occupational well-being, while identifying gaps in the current literature to inform future research.