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This section outlines the multidimensional characteristics of teachers' professional living conditions, emphasizing the central role of teachers in educational development and highlighting the importance of addressing the professional environment of Japanese language teachers. It notes the growth in the number of Japanese language teachers in China's regular high schools and their current status as the second-largest group of foreign language teachers. Additionally, it categorizes Japanese language teachers into four types and points out the inadequacy of existing research on the professional living conditions of high school Japanese language teachers. Finally, it states the purpose of this survey, which is to analyze the current state of professional development, group disparities, and job satisfaction among high school Japanese language teachers to promote the construction and advancement of the teaching workforce.

1. Research Subjects and Methodology

This section introduces the research subjects and methodology based on the 2023 national questionnaire survey data regarding the professional living conditions of Japanese language teachers in China's regular high schools. The study surveyed 877 primary and secondary school Japanese language teachers across 25 provincial-level administrative regions, with high school teachers constituting the vast majority. Research tools included demographic variables and a questionnaire comprising 41 questions covering two major dimensions: basic professional environment and professional psychological assessment. The survey was distributed via Wenjuanxing over two months, yielding 828 valid responses. The collected data were organized and analyzed using SPSS 26.0.

2. Research Findings and Analysis

Based on the 2023 national questionnaire survey data, this section provides a detailed analysis of the professional living conditions of Japanese language teachers in China's regular high schools. The gender distribution shows that female teachers account for 81.6%, with the age structure predominantly consisting of young and middle-aged teachers, averaging 29.04 years old. Among educational backgrounds, only 8.1% graduated from teacher-training programs, with undergraduate degrees being the most common. Marital status reveals an overall unmarried rate of 60.1%, teaching experience is mostly under three years, and annual income primarily falls within the 60,001–90,000 RMB range. The professional title structure is imbalanced, with only 18.1% holding mid-level or higher titles.

Regarding the professional environment, most schools have fewer than three Japanese language teachers, and over 40% have seen a reduction in teaching staff. The average monthly teaching hours exceed national standards, with significant variation in student numbers per teacher. Monthly leave averages less than three days, and student recruitment conditions are generally unfavorable. Occupational health issues are severe, with over 90% of Japanese language teachers suffering from common work-related ailments.

In terms of psychological variables, Japanese language teachers exhibit high work pressure, elevated career anxiety, and significant frustration regarding student recruitment. Job satisfaction leans neutral, while the likelihood of career change is relatively high. Variations exist among different teacher types in career prospects, anxiety, job satisfaction, and turnover intentions, with dispatched instructors showing the least optimistic career prospects, highest anxiety, lowest satisfaction, and greatest inclination to leave the profession. Among non-permanent teachers, 67.8% express strong intent to secure permanent positions, and 65.2% plan to pursue further education while employed.

3. Discussion and Recommendations

This section analyzes the current professional living conditions of high school Japanese language teachers in China, noting significant disparities among different groups. Three recommendations are proposed: First, policy implementation—creating a healthy educational ecosystem for high schools by ensuring local education authorities adhere to Ministry of Education guidelines to foster an orderly environment for minor-language education. Second, humanistic care—establishing a fair professional competition platform for high school teachers, urging local education departments and school administrators to set short- and long-term goals for Japanese language courses, support teacher growth, and ensure equitable promotion mechanisms. Third, self-regulation—encouraging teachers to manage their career development proactively, adapt to the high school Japanese teaching environment, maintain professional motivation, and continuously improve teaching skills.

4. Conclusion

This section underscores the importance of improving the foundational ecosystem for Japanese language education, emphasizing that teacher workforce development is key. It highlights that building a strong high school Japanese teaching workforce is crucial for the healthy development of Japanese language education, and addressing teachers' professional living conditions will contribute to high-quality progress in basic Japanese education. The text also acknowledges existing challenges in foundational Japanese education, calling for the foreign language education community to focus on teachers' professional well-being and collaborate to strengthen the teaching workforce. This marks the research team's second such survey, with hopes for more comprehensive future studies to provide additional reference data and insights for Japanese language education research.

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