| Job satisfaction significantly influences teaching quality, research productivity, and academic innovation among university faculty. Within the context of China's "Double First-Class" initiative, optimizing work-time allocation to enhance job satisfaction is a pressing concern. This study utilizes data from the 2019-2020 "Sense of Gain among College Teachers" survey to examine the relationship between work-time allocation and job satisfaction. Findings reveal that, unlike their counterparts in ordinary universities, faculty at "Double First-Class" universities dedicate more time to scientific research than to teaching. Teaching time and scientific research time, representing distinct activities, exhibit a trade-off relationship, further modulated by gender, age, education level, professional title, professional category, and school type. A higher teaching time investment ratio is associated with lower job satisfaction, while the relationship between scientific research time investment ratio and job satisfaction follows an inverted "U" curve. This temporal effect is more pronounced in "Double First-Class" universities. Moreover, the teaching time investment ratio indirectly affects job satisfaction through income, whereas the scientific research time investment ratio indirectly affects job satisfaction through both income and health. |
