Using Two-Factor Theory to Examine Female Teachers’ Identity in Higher Education Institutions in China

Shanshan Xiong; Geetha Subramaniam; Zhu Dan; Rubaiyet Hasan Khan

doi:10.21834/e-bpj.v8i25.4869

Authors

Shanshan Xiong Faculty of Education, Language, Psychology and Music, SEGi University, Petaling Jaya, Malaysia
Geetha Subramaniam Faculty of Education, Language, Psychology and Music, SEGi University, Petaling Jaya, Malaysia
Zhu Dan Faculty of Education, Language, Psychology and Music, SEGi University, Petaling Jaya, Malaysia
Rubaiyet Hasan Khan School of Management, Curtin University, Perth, Australia

DOI:

https://doi.org/10.21834/e-bpj.v8i25.4869

Keywords:

Female Teachers’ Identity, Higher Education Institutions (HEIs), SDG, Quality of Life

Abstract

The number of female teachers in higher education institutions in China has exceeded half of the total number of teachers. However, their work and quality of life are far from reaching the ideal level, with many facing an identity dilemma. Based on the two-factor theory, using purposive sampling,125 female teachers in higher education institutions were given a questionnaire. Independent t-test and correlation analysis was used to examine the factors affecting the female teachers’ identity in China’s higher education institutions. This study suggests solutions to improve female teachers' identity dilemmas and their quality of life.

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