Job satisfaction among school teachers in Cyprus

TLDR

Recent studies have highlighted teacher job satisfaction, showing that contextual factors are the strongest predictor, yet most research has focused on developed countries, underscoring a gap in developing‑country data. The study examines job satisfaction and motivation among teachers in Cyprus and analyzes how their motives affect satisfaction levels. Using a Greek‑translated, adapted Teacher 2000 questionnaire, the authors surveyed 461 K‑12 teachers and administrators to assess how motives influence satisfaction. Cypriot teachers selected the profession mainly for salary, working hours, and holidays, a pattern differing from other countries where the questionnaire was applied.

Abstract

Recent national and international studies carried out in a number of countries have drawn attention to the degree of job satisfaction among teachers. In general, it has been found that context seems to be the most powerful predictor of overall satisfaction. However, given that most of the international studies on teacher satisfaction have been conducted in developed countries, one realizes the need in the available literature for similar research in developing countries as well. This paper examines job satisfaction and motivation among teachers in Cyprus – a small developing country in the Eastern Mediterranean. An adapted version of the questionnaire developed by the “Teacher 2000 Project” was translated into Greek and used for the purposes of this study that had a sample of 461 K‐12 teachers and administrators. The findings showed that, unlike other countries in which this questionnaire was used, Cypriot teachers chose this career because of the salary, the hours, and the holidays associated with this profession. The study analyzes how these motives influence the level of satisfaction held by the Cypriot teachers.