Factors Influencing Teachers’ Job Satisfaction

Abstract

Job satisfaction is important both for the qualitative development of activities of an organisation and for the well-being of employees when their work activities also meet the needs that are important to an individual. In today’s education system, the turnover of teachers and their retention in general education institutions pose many challenges; thus, the issue of job satisfaction is becoming increasingly more relevant. Moreover, research on teachers’ job satisfaction is significant not only because of its importance for staff turnover and retention but also because of its impact on students’ learning outcomes. The subject of this research is teachers’ job satisfaction. The aim of the study is to theoretically substantiate the concept of teachers’ job satisfaction and to reveal the factors influencing the job satisfaction of Lithuanian teachers. To achieve the aim of the study, a quantitative research method and a questionnaire survey were chosen. The Job Satisfaction Survey by Paul E. Spector was used to assess teachers’ job satisfaction. The study results revealed that teachers’ job satisfaction is most strongly affected by the nature of their work and communication at work, while teachers are least satisfied with their pay and promotion opportunities.

Effect of Job Environmental, Job Loads and Compensation to Job Satisfaction and Implications on Turnover Intentions in Manufacturing Company

“…The extrinsic nature is something that is attached to aspects of work such as salary, pension, insurance, and others. While things that are intrinsic such as responsibility, skills, and ability to help employees and others (Guoba et al, 2022.,,Haider et al, 2015.…”

International research on teachers and their job satisfaction – an analysis of research approaches and intents

“…Teachers' job satisfaction is also the subject of research in an international context, either as the primary research subject (Baroudi et al, 2020;Crisci et al, 2019;Fuming and Jiliang, 2007;Guoba et al, 2022;Lam and Yan, 2011;Lopes and Oliveira, 2020;Ma and MacMillan, 1999;OECD, 2020;Shabbir et al, 2014;Schroder, 2008), or as a subject studied in different contextsin connection with working conditions at schools and teachers' personality traits (Toropova et al, 2021); with life satisfaction and job workload (Paulík and Gajda, 2006); with professional efficacy, life satisfaction and teachers' burnout (Pyżalski and Merecz, 2010;Telef, 2011); with the school environment (Marinette and Hui, 2021) or in connection with the balance in personal life (Gedvilienė and Didžulienė, 2019), management, quality of the working environment and the curriculum. Jakimiuk (2022) also notices the link between teachers' working conditions and job satisfaction, considering it a crucial factor influencing the quality of their work performance.…”

The Effects of Leadership Style, Resource Allocation, and School Culture on Teacher Job Satisfaction and Retention Rates in Indonesian High Schools

“…In Indonesia as in other countries, teacher satisfaction and retention are vital to the stability and efficacy of educational institutions. Studies conducted in nations like Nigeria, Qatar, Greece, Sri Lanka, and Lithuania demonstrate how crucial elements like career development opportunities, job satisfaction, human resource management strategies, and mentorship play a role in determining teacher retention (Abu-Tineh et al, 2023;Guoba et al, 2022;KENNEDY & MODUPE, 2022;Rajeswaran et al, 2023). For instance, studies highlight how professional development, job happiness, and mentoring affect teacher retention rates.…”