From Satisfaction to Excellence: Analysis of the Relationship Between Professional Development and Job Satisfaction Among Pedagogues in Croatian Schools

Abstract

This study examines the relationship between readiness for professional development and job satisfaction among school pedagogues in the Republic of Croatia, as well as the role of age as a potential predictor for both variables. The research was conducted on a sample of 189 pedagogues employed in primary and secondary schools through a digital questionnaire. The results indicate that there are no statistically significant differences in readiness for professional development among pedagogues of different age groups (p=0.52). Additionally, no statistically significant difference in job satisfaction was found with respect to age (p=0.83). However, a statistically significant positive correlation was identified between job satisfaction and readiness for professional development (r=0.338, p<0.001). Furthermore, a moderate positive correlation was established between readiness for professional development and contribution to the school culture (r=0.434, p<0.001). Pedagogues of all age groups exhibit a high level of readiness for professional development (M=4.10 on a scale of 1 to 5) and moderately high job satisfaction (M=3.62). The effect size of age on readiness for professional development is negligible (η²=0.007), which further confirms that age is not a relevant determinant. These results suggest that professional development programs should be equally accessible and relevant for pedagogues of all age groups. Moreover, the findings of this research emphasize the importance of investing in factors that enhance job satisfaction in order to indirectly positively influence pedagogues’ willingness for continuous professional development.