Beginning teachers’ job satisfaction: the impact of school-based factors

Abstract

Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the initial teaching orientation of teachers interacts with the school environment to produce different teaching outlooks. School factors, such as volume of non-teaching workload, equitability in the distribution of work, and professional autonomy, are found to influence the job satisfaction and teaching motivation of teachers significantly.

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