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Job satisfaction has been associated with a variety of behaviours relating to communication. However, very little research has been conducted in primary schools encompassing job satisfaction and a range of communication variables. This study investigated the relationships between aspects of organizational communication and facets of job satisfaction. The participants were 356 staff members from 52 primary schools of six Catholic education systems in New South Wales, Australia. The participants completed a survey consisting of the Organizational Communication in Primary Schools Questionnaire and the Teacher Job Satisfaction Questionnaire (TJSQ). Ten organizational communication factors and nine job satisfaction factors were identified. Multiple regression analyses identified several organizational communication factors that were predictors of job satisfaction. The results suggest implications for policy and practice with regard to communication in these schools.

Purpose -This study's purpose is to examine the relationships between the biographical characteristics gender, age, years of experience and employment position, and job satisfaction of staff members in Catholic primary schools. Design/methodology/approach -Survey data were collected from 356 staff members from Catholic primary schools. Research hypotheses were tested using multivariate analysis and comparison of means. Findings -Age, gender and position were related to a number of facets of job satisfaction as well as overall job satisfaction. No significant relationships were identified for years of experience. Practical implications -The findings hold implications for Catholic diocesan school systems and school administrators in relation to teacher retention and for further research regarding teacher's aides.Originality/value -This study includes non-teaching staff and investigates the role of employment position as a biographical variable.

Purpose -The purpose of this paper is to investigate relationships between biographical variables of gender, age experience and employment position and occupational stress of staff members in Catholic primary schools. Design/methodology/approach -Survey data were collected from 356 staff members from Catholic primary schools in New South Wales, Australia. Research hypotheses were tested using multivariate analysis and comparison of means. Findings -Age, gender and position are found to be related to three out of the four identified domains of occupational stress as well as overall occupational stress. In addition, male staff experience higher levels of general occupational stress than their female colleague overall. Practical implications -The findings hold implications for school systems and school administrators in relation to teacher retention, schools as organizations and gender issues. Further research regarding stress of teacher's aides is also recommended. Originality/value -The paper includes non-teaching staff and investigates the role of employment position as a biographical variable.

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