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This paper aims to contribute to the limited literature on teacher job satisfaction in developing countries, especially in Cyprus. Drawing on interviews with 52 teachers and administrators in 17 schools, the paper describes the sources of job satisfaction and dissatisfaction of Cypriot teachers and the impact on how teachers feel. Teachers emphasised their satisfaction with interactions with students, relationships held with colleagues and opportunities to contribute to the growth of individuals and the development of society. Sources of dissatisfaction were social problems and their impact on teachers' work, students' lack of interest and bad behaviour, the centralised educational system and the lack of professional autonomy in schools, and teacher evaluation and promotion prospects. Some of the factors are predictable but others are less so, having to do with the particular historical and social context in Cyprus. The context of a developing country is especially considered in an effort to explore how education officials may address issues of teacher satisfaction and dissatisfaction. [ABSTRACT FROM AUTHOR]

Empowerment is defined and measured in terms of teachers' power to participate in decisionmaking about teaching and learning conditions. Job satisfaction refers to the level of teacher satisfaction by matters related to these conditions: student achievement, decision-making ability, self-growth, and so on. This research considers the relationship between job satisfaction and teacher empowerment, which includes dimensions of job satisfaction that contribute to teacher empowerment. In particular, it examines the levels of teacher satisfaction in four dimensions (professional growth, decision-making, promotion, and status) and their contribution to the sense of teacher empowerment among Cypriot teachers. The results support the importance of job satisfaction in the construction of teacher empowerment. Specifically, (1) teachers' level of job satisfaction varies depending on the dimension of school life that is focused; (2) teachers' job satisfaction is related to teacher empowerment. [ABSTRACT FROM AUTHOR]

Abstract: The main purpose of this study is to compare the differences in job satisfaction among public and private kindergarten school teachers in Cyprus. These comparisons take place from the perspectives of the teachers themselves and how they evaluate the working conditions in their own schools. More specifically, a series of three logistic regressions and a MANOVA were performed to predict whether the teachers are employed in private or public schools based on (a) the motivational factors that influenced them to enter the teaching profession, (b) their satisfaction with their working conditions, (c) the status and recognition that they receive, and (d) their satisfaction with the work of educational boards and associations. The results are interpreted in the context of how a country''s cultural, social, and economic structures contribute to the development of particular forms of private/public schooling and the ways in which these structures seem to influence teacher job satisfaction. [Copyright &y& Elsevier]

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. [ABSTRACT FROM AUTHOR]