Características personales y de los centros educativos en la explicación de la satisfacción laboral del profesorado

Recent studies show that teacher job satisfaction declined in Spain over the last decade. Also, it is significantly lower in secondary education than in previous educational levels. In this paper we identify variables that contribute to the explanation of teacher job satisfaction in secondary education. We use the Spanish sample (192 schools and 3339 teachers) participating in the 2013 edition of TALIS (Teaching and Learning International Study), sponsored by the OECD (Organisation for Economic Co-operation and Development). Employing hierarchical linear models, we assess the importance of teacher variables and schools variables as predictors of job satisfaction. Self-efficacy, control of classroom discipline, age, sex, years of work experience at the current school and employment status are personal factors explaining the teacher job satisfaction. Among institutional factors, the important effect of teacher-students relations stands out.