Examining job satisfaction and teacher performance within affective events theory

Abstract

In the current study, the relationship of job satisfaction and teacher performance was examined within Affective Events Theory. Participants consisted of primary and secondary education teachers. Main results showed that male teachers and teachers with more years of experience had higher levels of job satisfaction; a positive and moderate level of correlation between job satisfaction and teacher performance was explored; and evidence regarding the predictive role of job satisfaction on teacher performance was detected. Results were assessed and discussed based upon Affective Events Theory, related literature and theories. By taking into consideration the role of improvements in work environment and conditions, class sizes, and professional development facilities on teachers’ satisfaction over the long term, systematic changes are recommended to be put into practice in a short while.