Literature Review and Future Prospects of Research on Organizational Commitment and Job Satisfaction of Foreign Language Teachers in Chinese Universities

Abstract

This study provides a systematic analysis of empirical research concerning the impact of foreign language education policy reforms in China on university foreign language instructors’ organisational commitment and job satisfaction. Adhering to the PRISMA 2020 framework, a total of 134 studies published between 2004 and 2024 were retrieved from Web of Science and Scopus databases. Following the removal of duplicates and a rigorous screening process, eight studies were selected for inclusion. These were subjected to thematic analysis focusing on policy reforms, job satisfaction, and organisational commitment. The review indicates that recent reforms, including methodological innovations in language instruction, integration of information and communication technology, and the adoption of research-oriented assessment approaches, significantly shape teachers’ professional experiences. Although a minority of instructors perceive these changes as avenues for professional growth, the majority report experiences of emotional strain, identity dissonance, and diminished job satisfaction, particularly within under-resourced institutions. Key factors influencing teachers’ organisational attitudes and professional performance include institutional support, inequitable distribution of resources, research-related pressures, access to mentoring, and individual psychological attributes such as self-efficacy and emotional regulation. The findings bear significant relevance for policymakers and university leaders, emphasising the need for policy enactment that is responsive to contextual demands, equitable allocation of resources, and reform processes that prioritise teachers’ perspectives. Strengthened institutional support mechanisms are essential to safeguard teachers’ well-being and to foster sustained organisational commitment.