Teacher job satisfaction and burnout in vocational high schools: Examining the role of intrinsic and extrinsic job satisfaction parameters

Abstract

This study aims to assess teacher job satisfaction and burnout in vocational high schools in Aitoloakarnania, Greece and to examine the relationship between intrinsic and extrinsic job satisfaction factors, burnout dimensions and workplace conditions. A quantitative survey was conducted with 147 vocational high school teachers. Data were collected using a validated questionnaire, assessing intrinsic job satisfaction factors (e.g., task variety and recognition) and extrinsic job satisfaction factors (e.g., salary and working conditions), alongside emotional exhaustion, depersonalization, and personal accomplishment. Results showed that intrinsic factors like task variety and recognition were more highly rated than extrinsic factors such as salary and working conditions. A negative relationship was found between job satisfaction and burnout with transformational leadership positively influencing job satisfaction and reducing burnout. Unmet salary expectations were a significant source of job dissatisfaction. It is concluded that intrinsic job satisfaction factors play a crucial role in reducing burnout among vocational school teachers. The results highlight the importance of effective leadership and improved workplace conditions for teachers. Schools should focus on enhancing intrinsic job satisfaction and leadership quality while advocating for improved financial support at the policy level to reduce burnout. Effective leadership, supportive work environments and better compensation policies are essential to maintaining teacher well-being and reducing turnover.