Abstract
In a sample of 154 primary school teachers (mainstream/regular teachers), working at the elementary school level in Greece, this research examines the degrees and relationships between job satisfaction and job burnout. Based on quantitative methodology, the current study is grounded on positivist principals. The hypothesis posits that (mainstream/regular) primary school teachers in Greece have moderate to low levels of job satisfaction across multiple dimensions, leading to the exacerbation of professional/job burnout.
Two research instruments were used in the survey in order to test the hypothesis: (a) the Job Satisfaction Survey (JSS), by Spector (1994) was used to measure nine aspects of job satisfaction, and (b) the Maslach Burnout Inventory-Educator's Survey (MBI-ES) by Maslach and Jackson (1981) was used to assess the three burnout dimensions. The demographic questionnaire was also used, which developed to serve the purposes of the research, created ad hoc by the researcher.
The main findings of the study were:
1. Primary school teachers, who belong to the mainstream primary/elementary school teachers, reported moderated to high levels of Emotional Exhaustion, low levels of Depersonalization and as far as Personal Accomplishment is concerned, they reported a slight sense of success. They expressed a certain level of dissatisfaction with their financial rewards; promotion opportunities, standard operating procedures, as well as they expressed concern about potential rewards and benefits, in particular. As far as job satisfaction concerns, they felt satisfaction, to some extent, with communication and cooperation with supervisors and colleagues, while, they reported fairly satisfied with their profession itself.
2. Compared to female primary school teachers, men were much more prone to be depersonalized and less satisfied with communication, in general, and with the nature of their work. Primary school teachers with a schedule with few hours reported noticeably more symptoms of Depersonalization than teachers who worked in a full time schedule. As far as supervision concerns, older teachers reported significantly higher levels of Emotional Exhaustion and less job satisfaction, than the younger ones. Also, teachers who belong to the more experienced group reported much higher levels of Emotional Exhaustion than their colleagues who belong to the less experienced group.
3. Emotional Exhaustion has been found to be strongly correlated with satisfaction or dissatisfaction with standard operating procedures, potential rewards, and the overall nature of the work.
Depersonalization has been found to be substantially associated with satisfaction or dissatisfaction with communication with supervisors and colleagues as well as benefits and the overall nature of work.
Personal Accomplishment was significantly linked with satisfaction or dissatisfaction with potential rewards, communication with supervisors and colleagues as well as the overall nature of work.
The results of our research indicated that there was, to some extent, a negative relationship between job satisfaction and job burnout, particularly as far the Emotional Exhaustion dimensions are concerned. That means that, whenever the levels of one phenomenon are higher, the levels in the other phenomenon are lower.
Therefore, it should be taken into consideration the expectations and the desires of the primary school teachers, from their profession, in order to reduce the possibilities to job burnout το be appeared, and to give a push to the development of positive feelings towards the school teaching profession, which affects the future lives of so many students, the teachers have under their supervision and protection.
It is suggest that, in primary education in Greece, some improvements should be taken place, towards the day to day practices and experiences, mainly towards the direction of improvement of the overall job environment and the system of rewards of all kinds e.g. ethical and financial. Appreciating teaching profession we avoid teachers' job burnout and thus we are proceeding towards the development of a climate of confidence, which will contribute to the realization of educational goals.
This can be achieved by enhancing the school atmosphere and ambiance and by developing a system of rewards that recognizes teachers' contributions and helps the school achieve its objectives.