Teacher job satisfaction: Foundations for strategies to promote well-being and work-life balance

Abstract

Teachers have high levels of job satisfaction with regard to professionalism, administration, and job security, but low job satisfaction with work-life balance, autonomy, and student behavior. There is an association between age (r = .365) and years of experience (r = .874) and job satisfaction. It is recommended that school districts establish programs that enhance work life, create opportunities for collaboration, increase autonomy, and improve the physical working conditions of educators. Implementing these recommendations will contribute to a healthy and positive teaching environment, which may assist in reducing turnover rates and maintaining quality educators. Additionally, it has been demonstrated that when teachers feel valued and respected, they are able to provide students with better academic achievement and educational experiences. Therefore, the purpose of this research was to determine if there is a relationship between job satisfaction and certain aspects of teachers’ jobs. By identifying the most significant areas of job satisfaction among teachers, school administrators and policymakers can develop specific policies and programs to support those aspects of the teaching profession.