Building Sustainable Teaching Careers: The Impact of Diversity Practices on Middle School Teachers’ Job Satisfaction in China and the United States

Given the growing global emphasis on inclusive education, it is critical to understand how diversity practices in schools influence middle school teachers’ job satisfaction and long-term retention. However, previous research has paid limited attention to cross-cultural differences and often overlooks how diversity-related demands interact with workplace resources. Grounded in the Job Demands–Resources (JD–R) framework, this comparative study conceptualizes perceived diversity practices as job demands that may place additional emotional and cognitive burdens on teachers, while teacher–student relationships are viewed as key social resources that can buffer these effects. Using data from the 2018 OECD Teaching and Learning International Survey (TALIS), we analyzed responses from over 6500 middle school teachers in the United States and China, employing regression analysis, Shapley value decomposition, and structural equation modeling (SEM) to examine direct and mediated pathways. The results reveal marked cultural variation: In the U.S., diversity practices as job demands are more likely to be associated with increased job satisfaction through direct institutional support—particularly for female and older teachers. In contrast, in China, the positive impact of diversity-related demands on job satisfaction is primarily achieved through strong teacher–student relationships, which serve as vital compensatory resources—especially for middle-aged educators. These findings underscore the importance of culturally responsive policy design; while individualistic educational systems may benefit from direct structural supports, collectivist systems may require relational strategies to foster sustainable teacher satisfaction and retention, ultimately advancing educational quality and equity.