Abstract
Teacher satisfaction can be reflected in the success of higher education institutions to provide meaningful learning to their students. This study analyzed the professional satisfaction of nutrition teachers at a federal institution of higher education by identifying the factors that generated satisfaction and dissatisfaction for them and also the feelings that they envisioned for themselves at the end of their careers. This is a descriptive and exploratory study with a qualitative approach. A questionnaire and semi-structured interviews were performed. The results showed that 72.7% of the teachers were satisfied with their profession. In relation to satisfaction were considered: the fulfillment of a vocation; research and extension activities; the development and recognition of students and society; learning; autonomy; flexibility; and relationships with students. In relation to dissatisfaction were considered: overloading due to work, administration, bureaucratic duties and assistance; lack of interest and respect from students; relationships with colleagues and managers; devaluation in the role of teaching; large classes and poor physical infrastructure. The respondents expressed a positive attitude and had no desire to leave their profession. Further studies are required regarding factors leading to satisfaction and dissatisfaction for teachers, in order to contribute to their productivity and well-being.
Highlights
Studies of teaching as a career evolved during the 1970s and they have contributed to a better understanding of the professional trajectory of teachers
This study shows that the satisfaction of nutrition teachers was related to the act of teaching itself and that dissatisfaction was related to the working conditions in higher education
The aforementioned author considers that as far as teachers are concerned the sources of satisfaction/dissatisfaction are as follows: in the economic sphere, wages; at the institutional level, the pressure exerted by centralizing-conservative forces on teaching institutions; in the pedagogical context, working conditions and the successes and failures of students; in the relational sense, relationships with students and peers; and in the social sense, the social status conferred on the profession
Summary
Studies of teaching as a career evolved during the 1970s and they have contributed to a better understanding of the professional trajectory of teachers. The personal dimension of teachers within the university context has received less attention. Zabalza[1] considers that personal and professional satisfaction and a teaching career are essential aspects of the personal dimension of university teachers. The way that teachers feel, the way they live their lives, and the expectations that shape their work, are generally not considered to be factors that might affect the quality of their teaching. Satisfied teachers are less likely to change their job, and satisfaction has been linked with those who remain in the profession[2]
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