Mokytojo pasitenkinimo darbu veiksniai
Neverauskienė, Renata |
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1848.
-.
In order to investigate the relationship between teachers‘ job satisfaction and their departure from the profession, an empirical study was conducted using a quantitative research approach. A targeted sample was used to select respondents, consisting of teachers from educational institutions in Vilnius. A total of 345 respondents participated in the survey. Two questionnaires were used in the survey: P. E. Spector's job satisfaction questionnaire and Brashear et al. (2005) the scale of consideration to leave the job adapted from Netemeyer et al. The results of the study revealed that teachers derive the greatest job satisfaction from the nature of their work, their relationship with their immediate supervisor, clear internal communication, and good interpersonal relationships with colleagues. Factors such as recognition, unexpected awards, and opportunities for promotion are also highly valued. Teachers appreciated the fact that their managers are competent, fair, and interested in the emotional well-being of their employees. Teachers feel valued for their good work, are proud of their profession, and feel that their work is meaningful. The survey data revealed that sociodemographic factors have a significant impact on individual aspects of job satisfaction. Age had a statistically significant impact on the scales of remuneration, cooperation, and communication, as older teachers were more dissatisfied with their remuneration growth opportunities than younger teachers, but rated communication and relationships with colleagues more highly. Teachers from Kaunas were more likely to express a critical attitude towards aspects of the organizational microclimate. Professional experience also had an impact on the assessment of working conditions, as teachers with less experience expressed greater dissatisfaction with the bureaucratic burden and heavy workload. The results of the study confirmed statistically significant correlations between teachers' job satisfaction and their considerations to leave their jobs. The higher the satisfaction with remuneration, management, the nature of work, team relations, and communication, the lower the risk that a teacher will consider leaving their job. Particularly strong correlations were found between considerations of leaving work and aspects of the nature of work, cooperation, recognition, and communication. A strong connection with the team, a clear understanding of one's role, and a sense of professional meaning act as protective factors against considering changing jobs. Although the overall risk of considering leaving work was low among teachers, younger teachers were more likely to consider possible career alternatives.