近年来，随着教育改革的深入推进以及社会对优质教育资源的追求，教师的工作压力持续增加，导致工作满意度降低，进而影响教育质量。在工作要求-资源模型等现有研究基础上，本研究提出了研究假设：（1）工作压力与对教师的工作满意度有显著的负向作用；（2）职场精神力在工作压力和工作满意感之间有调节作用。本研究采用工作满意度、工作压力、职场精神力问卷对375名中学教师进行调查，运用SPSS26.0进行信效度检验、描述性统计、层次回归分析。结果表明：（1）中国中学教师的工作压力、职场精神力处于中等偏下水平，工作满意度则呈现中等偏上水平。此外，在性别、年龄和职称方面并未发现显著差异；（2）工作压力对教师工作满意度具有显著的负向影响，而职场精神力在工作压力与工作满意度之间发挥了调节作用。本研究将职场精神力运用到中国背景下教师群体的工作满意度研究，有助于在教育强国的大背景下，理解教师工作满意度的影响机制。

The increasing pressure on teachers due to education reform and society’s pursuit of quality education resources has led to a decline in job satisfaction and a rise in job stress for Chinese secondary school teachers. Based on existing research, such as the job requirement-resource model, two hypotheses are proposed: (1) job stress has a significant negative association with teachers' job satisfaction, and (2) workplace spirituality moderates the relationship between job stress and job satisfaction. A sample of 375 secondary school teachers participated in the study, completing questionnaires on job satisfaction, job stress, and workplace spirituality. Data analysis is conducted using SPSS 26.0, employing reliability tests, descriptive statistics, and hierarchical regression analysis. The results show that Chinese secondary teachers’ job stress and workplace spirituality are at a moderate to a low level, while job satisfaction is moderate to high. Furthermore, job stress negatively impacts job satisfaction, and workplace spirituality moderates this relationship. This study provides valuable insights into the mechanisms influencing teacher job satisfaction in the Chinese context, particularly in the context of a strong education nation. It highlights the importance of workplace spirituality as a potential tool to mitigate the negative effects of job stress on teacher job satisfaction.