JOB SATISFACTION, LIFELONG LEARNING, PERSPECTIVES AND READINESS FOR CHANGE AMONG SECONDARY EDUCATION TEACHERS

Abstract

The importance of continuous learning and professional development, as well as the level of satisfaction teachers have with their professional environment, are critical factors for the success and overall growth of the educational system, especially during periods characterized by rapid social and technological change. This study focused on analyzing and understanding the relationships between the parameters of lifelong learning, job satisfaction, and readiness for change, through the perspectives of secondary education teachers. The convenience sampling method was utilized to recruit 496 Greek teachers aged between 21 to 51 years. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modelling (SEM) to evaluate the relationships among the variables. The results showed significant positive correlations between job satisfaction, readiness for change, self-directedness, and learning intention. Notably, job satisfaction influenced readiness for change, self-directedness, and learning intention. The study concluded that fostering job satisfaction and self-direction is key to enhancing educators' readiness for change and engagement in lifelong learning, which contributed to their professional development.