乡村振兴首先是乡村教育的振兴，而乡村教育的振兴，最为重要的基础性、关键性任务就是要办好桥接城市和乡村的县域高中。然而，近年来受城镇化进程加速等因素影响，不少县中陷入了优秀教师不断流失、教育教学质量下滑，而教育教学质量下滑又导致优秀教师进一步流失的“县中困境”。兴教必强师，强师则敬业，而教师要敬业，就必须提高他们的工作满意度，为此，本文以承德市县域部分高中教师为研究对象，综合采用定性访谈与定量问卷调查的方法，对县域高中教师工作满意度与敬业度之间的关系及其影响机制进行深入分析，以期为提升县域高中质量、落实国家乡村振兴政策提供可行的对策建议。

本研究对工作满意度与敬业度及彼此之间关系的研究进行了有针对性的回顾，进而聚焦县域高中及高中教师的工作特征，综合采用定性访谈与定量问卷调查的方法，对承德市部分县域普通高中教师的工作满意度和敬业度及彼此之间关系进行了深入探究。

研究发现：（1）该县域内受调查的高中教师工作满意度整体处于中等水平。其中，人际关系维度的满意度得分最高，而工作压力维度的满意度得分最低。在性别差异上，男性教师的工作满意度高于女性教师；从年龄角度看，46-55岁年龄段教师的工作满意度最高，而36岁以下教师的工作满意度相对较低；教龄方面，教龄20年以上的教师工作满意度最高，而教龄1-5年的教师工作满意度最低。（2）该县域内受调查的高中教师敬业度处于中等水平。男性教师的敬业度高于女性教师；在年龄分布上，46-55岁年龄段教师的敬业度最高，而36岁以下教师的敬业度最低；从教龄来看，教龄20年以上的教师敬业度最高，而教龄6-10年的教师敬业度相对较低。（3）人际关系维度和工作环境维度的工作满意度对敬业度有显著的正向预测作用。其中，人际关系维度的工作满意度与敬业度的相关性最为强烈。然而，工作压力维度的工作满意度与敬业度呈负相关关系。综上所述，为了全面提升县域普通高中教师的敬业水平，基于实际情况的深入考量，从不同维度出发，提出了具有可操作性的改进建议，旨在推动乡村教育的持续健康发展，进而为实现乡村振兴的宏伟目标贡献力量。

The revitalization of rural education is the most fundamental and crucial task, with bridging urban and rural county high schools being of utmost importance. However, in recent years, due to accelerated urbanization and other factors, many counties have faced the "county dilemma" characterized by a continuous loss of excellent teachers and a decline in education quality. This further exacerbates the shortage of outstanding educators. To enhance teaching development, it is imperative to empower dedicated teachers who play a pivotal role in this process. Consequently, their job satisfaction must be improved. Therefore, this study focuses on county high school teachers in Chengde City as research subjects. It employs qualitative interviews and quantitative questionnaire surveys to comprehensively analyze the relationship between job satisfaction and engagement among these teachers along with its influencing mechanisms. The aim is to provide feasible strategies and suggestions for improving the quality of county high schools while implementing national rural revitalization policies.

This study conducted a targeted review of the relationship between job satisfaction and dedication, specifically focusing on the job characteristics of county high schools and high school teachers. It employed a combination of qualitative interviews and quantitative questionnaire surveys to thoroughly investigate the levels of job satisfaction and dedication among selected county high school teachers in Chengde City.

The findings are as follows: (1) The job satisfaction of the high school teachers surveyed in this county is at a moderate level. Among them, the dimension of interpersonal relationships has the highest satisfaction score, while the dimension of work stress has the lowest satisfaction score. In terms of gender differences, male teachers exhibit higher job satisfaction compared to female teachers. From an age perspective, 46-55 year old teachers have the highest job satisfaction, while 36 year old teachers have relatively lower job satisfaction. Regarding teaching experience, teachers with more than 20 years of experience demonstrate the highest job satisfaction, whereas those with 1-5 years of experience exhibit the lowest job satisfaction. (2) The engagement level among high school teachers surveyed in this county is moderate. Male teachers show higher levels of engagement compared to female teachers. In terms of age distribution, engagement is highest among 46-55 year old teachers and lowest among those under 36 years old. Considering teaching experience, educators with over 20 years' tenure display a greater degree of engagement while those with 6-10 years' experience show relatively lower levels of engagement. (3) Job satisfaction in dimensions related to interpersonal relationships and work environment significantly predict teacher engagement; particularly noteworthy is that interpersonal dimension exhibits strongest correlation with engagement. However, there exists a negative correlation between job stress and teacher engagement. To summarize and comprehensively enhance dedication levels among rural high school educators based on thorough consideration for actual circumstances from various dimensions; this paper proposes practical improvement suggestions aimed at promoting sustainable and healthy development within rural education sector thereby contributing towards overarching goals.