Abstract
Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.
Highlights
A number of authors [162,163,164] recommend the analysis of three categories of indexes: (a) goodness-of-fit measures such as chi-square, root mean squared error of approximation (RMSEA), goodness-of-fit index (GFI), and adjusted goodness-of-fit index (AGFI); (b) model comparison indexes such as the Tucker–Lewis index (TLI), normed fit index (NFI), and comparative fit index (CFI); indexes regarding the parsimony of the model such as the parsimony fit index (PFI) and parsimony normed fit index (PNFI)
The aim of this study was to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational factors, work-related factors, and working conditions, among Romanian K-12 teachers, in schools from two counties situated in North-West Romania, in order to identify various implications for teachers’ well-being
The results of the analysis show that the most important factor that influences job satisfaction is the teacher’s self-efficacy, which is a guarantee that the teaching process, collegial collaboration, the workload, and the tasks are handled properly and efficiently, to which one might add inspiring students with a desire to learn, leading to positive educational outcomes
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. The Romanian educational system is highly controversial, bureaucratic, and unstable. In the last three decades, a series of modifications have been implemented in the system, under the guise of reform, which never seem to achieve their proposed goals. Controversy broke out regarding poor student results, visible in their periodic examinations and at the baccalaureate. The issue put even greater pressure on teachers’
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