Teacher motivation and job satisfaction in Greek primary schools

Abstract

The main aim of this paper is to examine the views of primary education teachers, in relation to both the prioritisation of the significance of specific factors related to the satisfaction of teachers, and to the determination of the degree of significance of the parameters that contribute to their motivation in their workplace, as well as in relation to the determination of the extent to which specific work factors contribute to their disappointment at work. The findings of this research point to the conclusion that the majority of respondents place the factors related to support on behalf of the school management, observance of the school's rules of operation, and the existence of an internal operating regulation as the top three priorities. In contrast, the existence of a written school development plan and social recognition rank last in the respondents' priority list. Moreover, it is established that the motivation of teachers is linked primarily to internal factors of professional satisfaction, among which the most important are the respondents' interest in their work, work-related creativity and freedom of action. Finally, it is concluded that the main factors of respondent disappointment in their work are mostly exogenous and are identified as the lack of appropriate material infrastructure, insufficient funding of school units and lack of satisfaction in their earnings.