Furthermore, the changes experienced in UK higher education remain considerable situation at the present time. The expansion of student numbers, the diminution of student funding, and the possibility of students will enhance their interests on education, work practices or conditions of work for academics, the growth of contract teaching and research staff, university funding crisis, the introduction of teaching assessment system, and monitor of performance. Some changes have arisen from the highly developing economy, the pressures of demands, the cultural shift in the way in which higher education is viewed, structural and managerial diversity, and multiplicity of university missions or emphases (Oshagbemi, 1997). All above changes do have relationship with teachers and their job satisfaction, and also may produce some affect on it. Considering those changes and keeping catch up with continue progress, it is necessary to fulfil the teacher’s requirements, enable them to achieve outstanding research and teaching performance, or rather all things could improve teacher job satisfaction.While there are numerous publications on job satisfaction, and these continue to grow, there has been relatively little research on the job satisfaction of university teachers in general and UK academics in particular (Ward and Sloane, 1998). Further, there seems no explicit definition and range of job satisfaction, it could contain various aspects or just related directly to job itself. Even if just focus on the area of higher education, more specific elements related to teacher job satisfaction should be emphasized which would provide more meaningful and practical suggestions for managerial process.
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