Dispersive Analysis of the Psychological Characteristics of Job and Professional Activity Satisfaction among Higher Education Teachers

Abstract

The article considers the work experience of higher education teachers participating in the study as an important factor. Overall work experience reflects teachers’ professional expertise, qualifications, and attitudes toward their professional activities. The research results showed that as work experience increases, certain differences are observed in the level of job and professional satisfaction among teachers. This confirms that professional experience plays an important role in shaping teachers’ confidence in their work, motivation, and psychological well-being. Thus, overall work experience is one of the key indicators determining teachers’ professional development and their satisfaction with professional activities.

The main psychological instrument used in our study was the short version of the Minnesota Satisfaction Questionnaire (MSQ), which makes it possible to assess employees’ level of job satisfaction in a more individualized way compared to previously used general or approximate evaluation indicators. To better understand these differences, it is useful to measure satisfaction with specific aspects of the work environment.

The study revealed the presence of individual differences in employees’ professional needs depending on their work experience, related to such indicators as the opportunity to achieve a certain social status, the ability to act according to one’s conscience, confidence in the future, the ability to demand responsibility from others, the realization of personal abilities, opportunities for career advancement, and recognition for high-quality work.

The purpose of this article is to determine the level of job and professional satisfaction of higher education teachers in the context of educational digitalization, taking into account their work experience, as well as to assess the influence of key work environment factors on this indicator. To achieve this goal, the following objectives were set: to identify the level of teachers’ job satisfaction; to determine the main factors influencing professional satisfaction; to analyze various aspects of the work environment, including working conditions, organizational support, relationships with colleagues, and opportunities for professional development; and to evaluate differences between various groups using the method of analysis of variance.

The results of the scientific study were determined on the basis of analysis of variance, which made it possible to identify significant differences and patterns in teachers’ satisfaction levels. The obtained data may serve as a basis for making effective managerial decisions in educational organizations and for developing recommendations aimed at increasing teachers’ professional satisfaction.