Unveiling Job Satisfaction of Teachers through a Blend of Methodologies

Abstract

Assessing the levels of job satisfaction among educators and identifying the factors that contribute to their augmentation or diminution holds paramount importance for both educational quality and favorable organizational behavior. Furthermore, job satisfaction also bears significant relevance in terms of sustainability in education. In this context, the purpose of this study is to determine the levels of job satisfaction among teachers using a sample from Turkey and to identify the factors influencing these levels of job satisfaction. The research was conducted within public and private schools affiliated with the province of Muş and its adjacent regions, encompassing educators as its participants. Employing a mixed methods approach with a concurrent design, the present investigation aims to synergistically harness the strengths of both quantitative and qualitative methodologies. This methodological choice is underpinned by the intention to capture a more comprehensive understanding of teachers’ perspectives on job satisfaction. By complementing the data acquired from online scale forms with succinct narrative responses from the educators, a more nuanced comprehension of their viewpoints is achieved. The findings of this study reveal that the levels of job satisfaction among teachers remain situated at a “moderate” threshold (x = 1.85). Among the variables influencing job satisfaction, significant differences have emerged in terms of educational background and the type of school a teacher works in (public/private). The qualitative findings of the study reveal the influential role of the “salary” factor in job satisfaction. Accordingly, the provision of both financial and non-financial support for teachers’ professional development and advancement is considered valuable for job satisfaction and the sustainability of the teaching profession.