Examining EFL Teachers' Job Satisfaction in Relation to School Organizational Climate ; Ispitivanje zadovoljstva poslom nastavnika engleskog jezika u odnosu na školsku organizacijsku klimu

Teachers' satisfaction with their job, characteristics of work, and working conditions were found as crucial for teachers' quality performance in a classroom (Spector, 1997). Along with the working conditions, the school's organizational climate has been recognized as an important factor contributing to teachers' job satisfaction or dissatisfaction. This study aimed to explore Croatian EFL teachers' self-reported levels of satisfaction with their job and their appraisals of the organizational climates of the schools they worked in. In addition, the study investigated possible relationships between EFL teachers' job satisfaction and their appraisals of their schools' organizational climates, as well as possible relationships between the variables and two continuous variables, including teachers' age and length of working experience. The research sample consisted of 418 Croatian primary and secondary school EFL teachers, and a two-part questionnaire was used to collect the data via online platforms. The results have revealed Croatian EFL teachers' ambivalence towards satisfaction with their job and indicated a moderately positive appraisal of their schools’ organizational climates. Regarding job satisfaction facets, participants reported they were most satisfied with the nature of their job and immediate supervisor but expressed dissatisfaction with their salaries. As for the school organizational climate dimensions, participants rated their autonomy and principal leadership highly, whereas low scores were observed regarding their teaching load. Considering the relationships between the variables, a statistically significant correlation was found between EFL teachers' job satisfaction and their appraisals of their schools' organizational climates. This finding suggests that a favorable school climate increases EFL teachers' contentment with their job, and that teachers who are satisfied with their working conditions are more likely to contribute to the establishment of a favorable school climate. In addition, weak ...