Professional satisfaction in primary school teachers

Abstract

Job satisfaction essentially reflects the positive way in which the individual evaluates and enjoys his work. Its problem within our study was limited to the teaching activity, insofar as this professional performs a function that society recognizes as useful. In this context, teachers have felt pressure in different ways, on the one hand, for the expansion of their role, assuming new problems and skills to solve them, and on the other hand, the successive innovations that result from the accelerated process of change that creates an overload on them. , showing increasing signs of professional malaise. The main objective of the study was to know the dimensions of professional satisfaction that are most prevalent in primary school teachers. This was carried out at Escola Primária do 1º/2º Grau 21 de Abril, in Vila Municipal de Massinga in 2015, in a quantitative and cross-sectional approach aimed at consistency in the evaluation of data, it is classified as descriptive, explanatory and correlational, using the Teacher Satisfaction Questionnaire (QSD) applied to 40 individuals corresponding to 95% of the population. Its results were translated using the IBM SPSS Statistics 20 Statistical Package used for data analysis in social sciences and humanities, and reveal that job satisfaction in teachers under study was influenced by an interactive dynamic of four (4) dimensions, namely , Nature of Work (NT), Relationship with Colleagues (RC), Personal Rewards (RP) and Material Working Conditions (CMT), with a higher incidence in the latter, with a total agreement level of 48.7%.