The Future of Education
Associations between Job Satisfaction and Dimensions of Work Motivation and Emotional Exhaustion in Pre-University Education Workers
Dorin-Gheorghe Triff, Technical University of Cluj-Napoca (Romania)
Zorica Triff, Technical University of Cluj-Napoca (Romania)
Mușata Bocoș, Babes-Bolyai University of Cluj-Napoca (Romania)
Abstract
In the occupational environment, workers' motivation and satisfaction are essential for their work performance. In the occupational school environment, emotional exhaustion can lead to a decrease in workers' performance. The associations between motivational dimensions and those of job satisfaction as well as their associations with the burnout score in workers from 3 school units (a high school, a kindergarten and a middle school) were monitored during periodic medical check-ups using the following questionnaires: The Multidimensional Work Motivation Scale, The Job Satisfaction Survey, Oldenburg Burnout Inventory. There are numerous associations between motivational and job satisfaction dimensions, as well as between these and burnout scores and socio-demographic indicators. These associations are frequently different depending on the school unit. In the 3 schools, workers have low levels of burnout emotional.
In all 3 schools, the following similar correlations are remarkably observed between the following variables:
-Intrinsic motivation correlates positively with Satisfaction with Pay (p1=0.005; p2=0.007; p3=0.002) and with Satisfaction with Fringe Benefits (p1=0.015; p2=0.028; p3=0.026);
-Amotivation correlates negatively with Job Satisfaction Survey scale score (p1=0.016; p2=0.008; p3=0.004)Ş
-Burnout score correlates positively with Satisfaction with Coworkers (p1<0.001; p2=0.019; p3=0.002) and with Satisfaction with Communication (p1<0.001; p2=0.018; p3=0.003).
For school workers, low levels of emotional exhaustion are associated with satisfaction with Coworkers and Satisfaction with Communication. The school occupational environment being one
in which communication as well as social interrelations represent the environment and object of work, worker involvement, good communication and collaboration with other actors of the educational act in school manifest themselves in the initial stages of the burnout syndrome.
Lack of motivation at work is bidirectionally associated with a decrease in employee job satisfaction.
The vocational motivation of school workers increases if these workers receive material benefits or incentives of another nature. Even for teachers who exercise their work by vocation, a decrease in remuneration or other incentives or benefits can lead to a decrease in their motivation and involvement in the educational act..
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Keywords |
school, workers, job satisfaction, work motivation, burnout |
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