Examining the Relationship of Job Satisfaction to Teacher and Organisational Variables: Evidence from Cyprus
Date
2008ISSN
13241702Publisher
Commonwealth Council for Educational Administration & Management (CCEAM)Source
International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM))Volume
36Issue
3Pages
75-86Google Scholar check
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The study aims to investigate the relationship of organisational and teacher variables to job satisfaction among teachers in Cyprus. Data were collected through a questionnaire used in the 'Teacher 2000 Project', which examined teacher job satisfaction in several countries including Australia, England, New Zealand and the USA. A logistic regression model was employed to investigate the link between several variables and job satisfaction. According to the findings, four variables were found to have a significant effect on the likelihood of teacher job satisfaction. These were: (a) gender - men reported higher satisfaction than women; (b) school level - teachers working at lower education levels reported greater satisfaction than their higher-level counterparts; (c) satisfaction with the school climate; and (d) satisfaction with the degree to which the teacher had attained his/her professional goals. Pay was found to be weakly associated with job satisfaction. The implications of the findings for policy initiatives aimed at increasing job satisfaction in education are discussed. ABSTRACT FROM AUTHOR]; Copyright of International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)) is the property of Commonwealth Council for Educational Administration & Management (CCEAM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)