| Abstract [eng] |
The aim of this master’s thesis is to examine job satisfaction among lower secondary school teachers of different generations (Baby Boomers, Generation X and Generation Y) and to determine whether there are significant differences in job satisfaction between these generations. The study seeks to reveal how teachers of different generations evaluate their work, professional experience and everyday working environment. The theoretical part of the thesis analyses the concept of job satisfaction, discusses the main approaches to this phenomenon, and presents generational theory and the characteristics of different generations of employees in the educational context. It is emphasised that job satisfaction is an important component of teachers’ professional well-being and the quality of their work. The empirical part of the study is based on a quantitative research design using a questionnaire survey. More than four hundred Lithuanian lower secondary school teachers representing three generations participated in the study. The collected data were analysed using statistical methods in order to identify how teachers of different generations assess their job satisfaction and how these assessments differ. The results of the study showed that job satisfaction differs among teachers of different generations. Generation X teachers demonstrated the highest overall level of job satisfaction, while Baby Boomer teachers showed the lowest. It was also found that teachers of different generations do not hold identical views regarding their professional experience. The conclusions of the study highlight the importance of taking generational differences into account when creating a supportive working environment, strengthening teachers’ professional well-being and improving the quality of the educational process. The recommendations provided may contribute to the development of a more positive school climate and to the long-term well-being of teachers. |
