Description

The Teacher Job Satisfaction Questionnaire (TJSQ-66) is a psychometric instrument designed to assess job satisfaction among teachers within educational settings. The questionnaire is based on the theoretical framework of Herzberg’s Motivation–Hygiene Theory (1959) and examines multiple dimensions that influence teachers’ professional satisfaction.

The TJSQ-66 consists of 66 items and evaluates nine major domains of teacher job satisfaction:

Supervision, referring to satisfaction with school leadership, administration, and supervisory support.

Colleagues, assessing relationships, cooperation, and communication with other educators.

Working Conditions, examining the quality of the work environment and organizational conditions.

Salary, evaluating satisfaction with financial rewards and compensation.

Responsibility, assessing the level of autonomy and professional responsibility experienced by teachers.

Nature of Work, examining satisfaction derived from teaching itself and daily professional activities.

Advancement, referring to opportunities for professional development and career progression.

Security, assessing perceptions of job stability and employment security.

Recognition, evaluating the extent to which teachers feel valued and appreciated for their work.

Professional satisfaction is considered an important factor related to motivation, attitudes toward work, organizational commitment, performance, absenteeism, professional mobility, physical and psychological health, burnout, and organizational citizenship behaviour.

Objective

The main objective of the TJSQ-66 is to evaluate the level of professional satisfaction experienced by teachers in educational environments.

The questionnaire aims to:

Assess Teacher Job Satisfaction, by measuring satisfaction across multiple professional dimensions.

Examine Factors Influencing Satisfaction, including organizational conditions, interpersonal relationships, motivation, and professional development opportunities.

Investigate the Relationship Between Satisfaction and Professional Outcomes, such as teaching performance, psychological well-being, stress, and occupational commitment.

The instrument can be applied among teachers working in different educational levels, including primary education, secondary education, and higher education settings.

Structure and Content

The TJSQ-66 evaluates teacher satisfaction through nine dimensions related to the professional experience of educators.

The multidimensional structure allows researchers to identify specific areas of satisfaction or dissatisfaction rather than relying only on a general job satisfaction score.

The questionnaire includes statements describing different aspects of teachers’ professional lives. Participants indicate the degree to which each statement characterizes their own experience.

Scoring Method

Participants respond to each statement using a 5-point Likert-type scale.

Responses are scored according to the degree of agreement with each statement. The questionnaire may include reverse-scored items, where responses are recoded to ensure that higher scores consistently represent higher levels of job satisfaction.

The total score is calculated by summing the individual item scores to provide an overall indicator of teacher job satisfaction.

According to the provided scoring framework, the maximum possible score corresponds to the highest level of professional satisfaction.

Higher scores indicate greater satisfaction among teachers, whereas lower scores indicate reduced professional satisfaction.

Data Analysis and Use

The statistical analysis of TJSQ-66 data may include:

Descriptive Statistics, including means, standard deviations, and distributions, to describe levels of teacher satisfaction.

Factor Analysis, to examine the dimensional structure of the questionnaire and confirm the nine-factor model.

Reliability Analysis, using Cronbach’s alpha coefficient to evaluate internal consistency.

Correlation Analysis, examining relationships between job satisfaction and variables such as teaching stress, psychological well-being, professional performance, and organizational factors.

Comparative Analysis, exploring differences in job satisfaction according to demographic and professional characteristics.

Validity and Reliability

The TJSQ-66 demonstrates satisfactory psychometric properties regarding reliability and validity.

The internal consistency of the questionnaire has been evaluated through Cronbach’s alpha coefficients, with the overall scale showing high reliability (α = 0.93).

Reported reliability coefficients for individual dimensions include:

Working conditions: α = 0.80

Supervision: α = 0.82

Salary: α = 0.79

Nature of work: α = 0.77

Advancement: α = 0.62

Additional analyses have demonstrated significant relationships between perceived job satisfaction and related professional outcomes, supporting evidence of validity. A significant correlation has been reported between self-perceived professional satisfaction and questionnaire performance (r = 0.48, p < 0.01).

The TJSQ-66 provides a direct, reliable, and valid method for assessing teacher satisfaction and its relationship with professional and psychological variables.

Applications

The Teacher Job Satisfaction Questionnaire can be applied in educational research, organizational psychology, school administration studies, and studies examining teacher motivation and occupational well-being.

It can support educational organizations in identifying factors affecting teacher satisfaction and developing strategies to improve working conditions, professional development, and organizational effectiveness.

References

Herzberg, F. (1959). The Motivation to Work. John Wiley & Sons.

Lester, P. E. (1987). Development and factor analysis of the Teacher Job Satisfaction Questionnaire (TJSQ). Educational and Psychological Measurement, 47(1), 223–233.

Ho, C. L., & Au, W. T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172–185.

Koustelios, A. (1991). The Relationships of Organizational Cultures and Job Satisfaction in Three Selected Industries in Greece.

Koustelios, A., & Bagiatis, K. (1996). The Employee Satisfaction Inventory (ESI): Development of a scale to measure satisfaction of Greek employees. Educational and Psychological Measurement, 57, 469–476.

Αβρανάς, Ι. (2020). Επαγγελματική Ικανοποίηση των Εκπαιδευτικών της Περιφερειακής Ενότητας Κοζάνης.