A structural model of job satisfaction among EMI teachers: the role of self-efficacy, burnout, and classroom language proficiency

As English gains prominence globally, the rise of English-medium instruction (EMI) education is particularly notable in Asian regions, especially mainland China. While policy decisions drive the adoption of EMI, its practical effectiveness hinges on various on-the-ground factors, with teacher satisfaction being of utmost importance. A teacher's level of satisfaction can profoundly impact instructional quality, thereby affecting the successful implementation and reception of EMI in classrooms. Recognising this crucial link, this study investigates the job satisfaction of Chinese EMI teachers, focusing on its interplay with self-efficacy, burnout, and self-perceived classroom language proficiency. The latter, often overlooked, is essential as it has a direct impact on teachers' ability to deliver content effectively and confidently, which in turn influences their job satisfaction. Drawing from 107 EMI teachers from multiple universities in mainland China, a conceptual model, detailing the dynamics of job satisfaction, was formulated and tested using a Structural Equation Modelling approach. The findings reveal a positive correlation between self-efficacy and job satisfaction, and a negative correlation with burnout. Intriguingly, classroom language proficiency shows a partial correlation with job satisfaction, significantly mediating the relationship between self-efficacy and job satisfaction but not between burnout and job satisfaction. Theoretical and practical implications are discussed.