薪酬满意度是影响教师从业积极性和稳定性的重要因素。随着我国社会和经济的进步，教师的薪资待遇得到了明显的改善。然而在我国大部分地区，特别是中西部地区，依然存在着教师薪酬满意度普遍偏低的现象。

本文使用中国教育经济信息研究中心2020年版 CTPS数据库，对我国黑龙江、江西、甘肃等省份幼儿园至高中的K12教育阶段教师群体薪酬满意度进行研究。进一步探讨了K12教育阶段教师薪酬满意度的影响因素和影响机制。具体而言，本文在社会比较理论的基础上提出模型假设，建立二阶结构方程模型，并参考现有研究引入年龄、学历等个人特征，职称、是否做班主任、行政职务等工作特征，以及学段、省份等学校特征因素作为控制变量。最终经过修正和优化，模型各路径系数均通过了显著性检验，“薪酬比较—薪酬满意度”这一路径通过了中介效应检验，模型拟合效果良好。

文章主要结论包括：第一，影响因素主要从个人特征、工作特征、学校特征这三个角度展开。个人特征中，学历是关键影响因素，学历高的老师，期望薪酬偏高，薪酬满意度偏低。工作特征中，行政职务是关键影响因素，行政职务高的老师，对薪酬制度更满意，即薪酬管理满意度偏高，进而薪酬满意度偏高。学校特征中，省份是关键影响因素，各地教师薪酬政策不同，薪酬满意度存在明显差异。第二，关于薪酬满意度的影响机制，组织公平感在其中充当部分中介。这说明教师群体的薪酬比较会直接影响薪酬满意度的高低，也会通过组织公平感来影响薪酬满意度。教师制度改革应加强通过改善学校的薪酬管理制度来提高教师群体的组织公平感，进而提升教师群体的薪酬满意度。

Salary satisfaction is an important factor that affects the enthusiasm and stability of teachers' employment. With the progress of our society and economy, the salary level of teachers has been increasing significantly. However, in most regions of our country, especially the central and western regions, there is still a phenomenon that teachers’ salary satisfaction is generally low.

In this paper, the salary satisfaction of teachers in K12 education stage from kindergarten to high school in Heilongjiang, Jiangxi, Gansu and other provinces was studied using the CTPS database (2020 edition) of Center for Education Economics and Statistics of China. This paper further discussed the influencing factors and mechanism of teachers' salary satisfaction in K12 education stage. Specifically, this paper put forward the model hypothesis on the basis of social comparison theory, established the second-order structural equation model, and selected personal characteristics such as age and education, job characteristics such as job title, whether to be a headteacher, administrative position, and school characteristics such as grade and province as control variables by referring to existing research. Finally, after modification and optimization, all path coefficients of the model passed the significance test, and the path of "salary comparison -- salary satisfaction" passed the mediation effect test, and the model fit well.

The main conclusions of this paper include: First, the influencing factors are mainly carried out from three perspectives: personal characteristics, work characteristics and school characteristics. Among personal characteristics, educational background is the key influencing factor. Teachers with higher educational background have higher salary expectation and lower salary satisfaction. Among the work characteristics, administrative position is the key influencing factor. Teachers with higher administrative position are more satisfied with the salary system, so the salary management satisfaction is higher, and then the salary satisfaction is higher. Among the school characteristics, province is the key influencing factor, and teachers' salary policy is different in different regions, so there is significant difference in salary satisfaction. Secondly, as for the formation mechanism of salary satisfaction, the organizational justice serves as a partial mediator. This indicates that the salary comparison of teachers will directly affect the salary satisfaction, and will also affect the salary satisfaction through organizational justice. The reformation of teacher system should enhance the sense of organizational justice of teachers by improving the school salary management system, and then enhance the salary satisfaction of teachers.