| Abstract [eng] |
The master's thesis analyzes the relationship between motivation and job satisfaction among preschool education teachers. The relevance of the topic arises from current challenges in preschool education, including teacher shortages, an aging workforce, and the growing demand for early childhood education specialists. Due to these circumstances, it is crucial to understand the work motivation and job satisfaction of preschool education professionals. The aim of the study is to analyze the relationship between motivation and job satisfaction among preschool education teachers. The objectives include theoretically substantiating the concepts and relationships of work motivation and job satisfaction, conducting an empirical study in Lithuanian preschool education institutions, and providing recommendations. The research methods include systematic review of academic literature, surveys, descriptive statistics, and correlation analysis. The theoretical analysis revealed that the relationship between motivation and job satisfaction is reciprocal. Motivation drives job satisfaction, while job satisfaction can act as a motivational driver. Many theories explaining employee motivation are also applicable to job satisfaction. Multiple empirical studies confirm the relationship between teacher motivation and job satisfaction. A survey conducted among preschool education teachers in Lithuania revealed that their motivation is strongly driven by intrinsic factors, although extrinsic factors also support their motivation, albeit to a lesser extent. This aligns with the insights of other researchers and confirms that intrinsic factors are the most significant in choosing and sustaining a teaching profession. The assessment of job satisfaction among preschool education teachers showed that, overall, teachers are satisfied with their work and view many aspects of their job positively. The most significant contributors to job satisfaction are the nature of the work, leadership, workplace relationships, and collegial interactions. Conversely, job organization and compensation negatively affect their job satisfaction. The findings confirm previous research conducted in Lithuania and other countries and further demonstrate that job satisfaction is primarily shaped by the essence of teaching, while factors such as job organization and compensation require improvement. Based on the study findings, recommendations have been developed for preschool education institutions. It is suggested to invest in improving working conditions, including modernizing the workplace, providing necessary resources, and ensuring workload balance. Strengthening interpersonal relationships is also emphasized, encouraging collaboration and organizing informal activities to enhance the work atmosphere. For researchers, it is recommended to further explore the long-term relationship between motivation and job satisfaction and to conduct international comparative studies to evaluate teachers' experiences in different educational systems. |
