Objective To explore the evaluation system and status quo of job satisfaction of college teachers in ethnic frontier regions.Method The measurement system and psychometric properties of the self-designed questionnaire were researched on the basis of questionnaire development theory

and the job satisfaction of 276 college teachers was investigated by this questionnaire.Results The coefficientαof internal consistency of the self-designed questionnaire of job satisfaction in college teachers was 0.93

and Speanran and Brown split-half coefficient was 0.91.The average values of job satisfaction and overall satisfaction of college teachers were higher than the mean value of option theory for 3 points（t=10.26

11.08

P<0.01）.The first three dimensions of job satisfaction were sense of belonging

identity of school and relationship with peers.The last 3 were efficacy of work

condition of work and management effectiveness

and they were lower than the mean value of option theory（3 points）.The differences of job satisfaction of college teachers in different age of teaching and professional title and whether serving at administrative posts or not were statistically significant（P<0.05）.Conclusion The self-designed questionnaire of job satisfaction in college teachers is of good reliability and construct validity

and it can be used to measure the job satisfaction of college teachers.Generally

job satisfaction of college teachers is at medium or over medium level.The satisfaction of sense of belonging

identity of school and relationship with peers is comparatively high;it is comparatively low in the dimensions of efficacy of work

condition of work and management effectiveness.Small parts of job satisfaction of college teachers are influenced by gender

marriage and province;majority of factors of job satisfaction is closely related to age of teaching

professional title and variable of position.