Background
Teacher shortages and turnover rates have become a concern of international importance (Toropova et al. 2020). Amidst these troubling developments, teachers with high job satisfaction build the backbone of school systems around the globe, as they are healthier, more productive and more likely to retain their job in the long-term. Conversely, low job satisfaction appears to be a prevalent reason to quit the job or leave the profession entirely (O'Reilly 2014). These insights provide a strong motive for investigating teacher job satisfaction and its causes. However, one factor limiting research efforts is to be seen in a lack of theoretical foundation, i.e. comprehensive models identifying possible contributors to job satisfaction.
Research Questions
In applying the PERMA framework (Seligman 2011), the present study investigates how (P) positive emotions, (E) engagement, (R) positive relationships, (M) meaning, and (A) achievement are linked to job satisfaction. Furthermore, it was examined to what extent PERMA factors contribute to the prediction of job satisfaction.
Sample
For that purpose, 481 German schoolteachers representing all age groups and school types were surveyed.
Design
A cross-sectional design was applied surveying participants via an online questionnaire.
Results
Controlling for gender, age and school type, results of a MANCOVA pointed to statistically significant differences in all PERMA dimensions when comparing teachers with high and low job satisfaction. With large effect sizes, high job satisfaction was linked to high PERMA profiles. A multiple linear regression analysis specified that of the PERMA factors (P) positive emotions provided the strongest significant contribution in predicting job satisfaction.
Scientific Contribution
The results suggest that the PERMA framework and its implications are of high relevance when developing approaches to improve job satisfaction and consequently retention of schoolteachers. Practical implications as well as limitations of the findings will be discussed as part of the presentation.