Primary Education Teachers’ Subjectively Perceived Workload, Job Satisfaction, and Emotional Exhaustion

The study presents the results of quantitative research aimed at measuring primary education teachers’ job satisfaction (JS), subjectively perceived workload (SPW) and emotional exhaustion (EE). The research sample consisted of 249 teachers. The highest satisfaction was with the work, the highest workload in diagnostics and assessment, and emotional exhaustion was not marked. Correlations confirmed relations between satisfaction and workload (-0.237), satisfaction and emotional exhaustion (-0.463), and workload and emotional exhaustion (0.462). Mediation analysis indicated that satisfaction influenced the relationship between workload and emotional exhaustion. Results point to teachers’ well-being and may help create interventions to improve the working environment. The study is an output of the project VEGA 1/0415/22.

REFERENCES:

• Babiaková, S., Brozmanová, M., & Kasáčová, B. (2023). Difficulty of Professional Activities Subjectively Perceived by Slovak Primary Education Teachers. The New Educational Review, 73(3), 189–200. https://doi.org/10.15804/tner.23.73.3.14
• Baroudi, S., Tamim, R., & Hojeij, Z. (2020). A Quantitative Investigation of Intrinsic and Extrinsic Factors Influencing Teachers’ Job Satisfaction IN Lebanon. Leadership and Policy in Schools, 21(2), 127–146. https://doi.org/10.1080/15700763.2020.1734210
• Crisci, A., Sepe, E., & Malafronte, P. (2019). What influences teachers’ job satisfaction and how to improve, develop and reorganize the school activities associated with them. Quality & Quantity, 53(5), 2403–2419. https://doi.org/10.1007/s11135-018-0749-y
• Gedvilienė, G., & Didžiulienė, R. (2019). Teachers’ Job Satisfaction and Personal Life Balance Aspects. https://doi.org/10.22616/REEP.2019.033
• Guoba, A., Žygaitienė, B., & Kepalienė, I. (2022). Factors Influencing Teachers’ Job Satisfaction. Journal of Humanities and Social Sciences Studies, 4, 234–241. https://doi.org/10.32996/jhsss.2022.4.4.30
• Kasáčová, B., Cabanová, M., Lynch, Z., & Babiaková, S. (2022). Research about job satisfaction in teachers’ lives in an international context. In EDULEARN22 International Education Conference – IATED (pp. 2505–2510). DOI: 10.21125/inted.2022.0730
• Kasáčová, B., & Tabačáková, P. (2010). Profesia a profesiografia učiteľa v primárnom vzdelávaní. Pedagogická fakulta, Univerzita Mateja Bela v Banskej Bystrici. (Profession and Description of the Profession of Primary Education Teacher. Faculty of Education, Matej Bel University, Banská Bystrica). https://www.researchgate.net/publication/359420330_PROFESIA_A_PROFESIOGRAFIA_UCITELA_V_PRIMARNOM_VZDELAVANI
• Kreuzfeld, S., & Seibt, R. (2022). Gender-Specific Aspects of Teachers Regarding Working Behavior and Early Retirement. Frontiers in Psychology, 13.
• Lam, B., & Yan, H. (2011). Beginning teachers’ job satisfaction: The impact of schoolbased factors. Teacher Development, 15(3), 333–348. https://doi.org/10.1080/1366 4530.2011.608516
• Lester, P. E., & Bishop, L. K. (2000). Handbook of Tests and Measurement in Education and the Social Sciences, Vol. 2. Scarecrow Way, Inc.
• Li, X., Lin, X., Zhang, F., & Tian, Y. (2021). Playing roles in work and family: Effects of work/family conflicts on job and life satisfaction among junior high school teachers. Frontiers in Psychology, 12. https://www.frontiersin.org/journals/psychology/ articles/10.3389/fpsyg.2021.772025
• Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641–659. https://doi.org/10.1080/09243453.2020.1764593
• Ma, X., & MacMillan, R. B. (1999). Influences of Workplace Conditions on Teachers’ Job Satisfaction. The Journal of Educational Research, 93(1), 39–47. https://doi. org/10.1080/00220679909597627
• Marinette, B., & Hui, X. (2021). School environment and teachers’ job satisfaction. European Journal of Education Studies, 8, 16–43. https://doi.org/10.46827/ejes. v8i7.3799
• (2020). TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. OECD. https://doi.org/10.1787/19cf08df-en
• Pedditzi, M. L., Nonnis, M., & Nicotra, E. F. (2021). Teacher satisfaction in relationships with students and parents and burnout. Frontiers in Psychology, 12. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.703130
• Pepe, A., Addimando, L., & Veronese, G. (2017). Measuring Teacher Job Satisfaction: Assessing Invariance in the Teacher Job Satisfaction Scale (TJSS) Across Six Countries. Europe’s Journal of Psychology, 13, 396–416. https://doi.org/10.5964/ejop.v13i3.1389
• Saks, K., Hunt, P., Leijen, Ä., & Lepp, L. (2022). To Stay or Not to Stay: An Empirical Model for Predicting Teacher Persistence. British Journal of Educational Studies, 70(6), 693–717. https://doi.org/10.1080/00071005.2021.2004995
• Schroder, R. (2008). Job Satisfaction of Employees at a Christian University. Journal of Research on Christian Education, 17(2), 225–246. https://doi. org/10.1080/10656210802433467
• Szigeti, R., Balázs, N., Bikfalvi, R., & Urbán, R. (2017). Burnout and depressive symptoms in teachers: Factor structure and construct validity of the Maslach Burnout inventory – educators survey among elementary and secondary school teachers in Hungary. Stress and Health, 33(5), Article 5. https://doi.org/10.1002/smi.2737
• Telef, B. B. (2011). The Study of Teachers’ Self-Efficacy, Job Satisfaction, Life Satisfaction and Burnout. Elementary Education Online, 10(1), 91–108.
• Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
• Yuliani, R., Harun, C., & Yusrizal, Y. (2022). The Positive Influence of Satisfaction and Workload on Teachers Performance. Journal of Education Research and Evaluation, 6, 195–201. https://doi.org/10.23887/jere.v6i1.37850