Original scientific paper
https://doi.org/10.5559/di.25.3.05
Job Satisfaction and Burnout in Teachers: The Importance of Perceived Support from Principal and Work Motivation
Ana Slišković
orcid.org/0000-0002-5621-648X
; University of Zadar, Zadar
Irena Burić
; University of Zadar, Zadar
Ivana Knežević
; University of Zadar, Zadar
Abstract
The starting point of this study was the assumption that work
in a supportive working environment increases work
motivation and thus contributes to job satisfaction and in
preventing burnout. The main objective of the study was to
examine the role of perceived support from the principal and
work motivation (work engagement and self-efficacy) in
explaining job satisfaction and burnout in Croatian primary
school teachers. The study included a total of 1,892 primary
school teachers, working in lower (class-teachers, N = 856)
and higher grades (subject-teachers, N = 1036), employed
in 101 primary schools in the Republic of Croatia. Male
teachers comprised 12% of the total sample. The average
age of participants was 41.7 years (SD = 10.2), and length
of service was 15.7 years (SD = 10.7). The results of
hierarchical regression analyses showed that the perceived
support from principals and used measures of work
motivation significantly contributed to the explanation of job
satisfaction and two measures of burnout (emotional
exhaustion and alienation), while the demographic variables
used explained the small percentage of criterion measures'
variance. In conclusion, support from the principal, as well
as self-efficiency and work engagement of teachers, has an
important role in the prevention of job dissatisfaction and
burnout in teachers.
Keywords
teachers; perceived principal's support; work motivation; job satisfaction; burnout
Hrčak ID:
168399
URI
Publication date:
3.11.2016.
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