Abstract
Levels of self-reported job satisfaction and motivation were measured by survey in a sample of 286 teachers. Using the discrete choice framework, the paper tries to assess the relevance of the considered indicators (demographic, social, motivational) in overall teaching work satisfaction. The findings provide evidence that job satisfaction is correlated significantly with level of university degree held by the teacher, type of secondary school where the teacher is enrolled, revenues, and salary-tasks adequacy. This is important for the Romanian economy, since the education system is expected to provide future human resources with enhanced skills and abilities.
Highlights
The educational system is a crucial link in transmitting the acquired knowledge between the past and future generations
Consider a teacher i and, taking into account the literature above presented, assume the following motivation factors that determines work satisfaction (WS) reported by the interviewee: AGE = teacher age; DEG = the professional degree the teacher holds; EDU = education degree of the teacher; LYC = type of secondary school where respondent teacher works; SRTY = total work history; TEACH = amount of experience in education; SAL = satisfaction reported by the interviewee from the salary point of view; FAIR = satisfaction reported by the teacher about the salary adequacy with regard to efforts for tasks’ accomplishment; PREM = satisfaction reported by the interviewee regarding the revenues received as premium
Variables that reported statistically significant influence upon teachers work satisfaction are: LYC – 1% according to logit model; EDU; SAL; and FAIR
Summary
The educational system is a crucial link in transmitting the acquired knowledge between the past and future generations. There were identified three driving forces that influence behaviour of potential teachers: internal forces (or intrinsic personality related to teaching), external forces (environmental or extrinsic), and altruistic forces (internalized extrinsic) [1]. Based on these forces, the intrinsic motivation of potential teachers is influenced by: the reasons for which they prefer a teaching career; the probability of finding a job after graduation; the individual expectations and goals; and by the appetence of continuing their education through a master’s program [2].
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