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.
