Emotional factors in teachers’ job satisfaction

Abstract

This study is part of the research on emotional factors and their impact on employees' job satisfaction, a crucial area to understand well-being in the workplace, analyzing that variables such as attention, emotional dissonance, job stress and burnout affect job satisfaction in a specific organizational context. The objective of this study is to describe the influence of emotional factors on the job satisfaction of teachers at a public university. Structural equation modeling using the partial least squares method (PLS-SEM) was employed to evaluate the relationships between emotional constructs and job satisfaction. Advanced statistical techniques were applied to validate the models and analyze the data collected through questionnaires. Attention and emotional dissonance were found to be significant predictors of job stress, while job stress and burnout negatively impacted job satisfaction. Emotional frequency and emotional variety did not show significant associations with these constructs in this specific context. These findings underscore the importance of managing mindfulness and reducing emotional dissonance to improve employees' emotional health and, consequently, their job satisfaction. Organizations should consider these factors when designing policies and practices that promote a healthier and more productive work environment.