Preschool Teachers’ Job Satisfaction
DOI:
https://doi.org/10.55707/ds-po.v38i2.104Keywords:
job meaningfulness, job satisfaction, preschool teachers, professional identity, work experiencesAbstract
The key role of preschool teachers relates to using their professional and personal competencies in daily practice. Depending on the teachers’ assessment, their job satisfaction reflects either a positive or a negative response to specific aspects of teaching. This research aims to provide insight into preschool teachers’ perception of their job role and job satisfaction. A total of 536 teachers participated in the survey and answered two open-ended questions in which they were asked to list three of the most and least satisfying experiences at work. The results obtained by the method of qualitative analysis have shown that preschool teachers see the main sources of job satisfaction in their direct work with children, in the success and progress of children, and in their relations with fellow teachers, expert staff and parents. The biggest sources of dissatisfaction include inadequate working conditions, low status in society, and the attitude of society toward the teaching profession. The results obtained contribute to the professional development of preschool teachers with the aim of improving their work quality and personal development.
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