Validating an Expanded Model of Teacher Satisfaction: Introducing Occupational Prestige in the Greek Preschool Context

Abstract

Job satisfaction is widely acknowledged as a complex, multidimensional construct that significantly influences both employee well-being and organizational performance. Within the field of education, empirical research specifically focusing on preschool teachers’ job satisfaction remains scarce. Progress in this area is related to the availability of psychometrically robust measurement instruments. This study examined job satisfaction among Greek preschool teachers using a revised version of the Teachers’ Satisfaction Inventory (TSI), integrating theoretical frameworks emphasizing job satisfaction’s multidimensional nature and its critical role in organizational effectiveness. The present study aimed to (1) validate the TSI’s psychometric properties for preschool teachers and (2) assess satisfaction levels by incorporating two new dimensions: salary and perceived prestige. An extended version of the 30-item TSI, measuring seven dimensions, was administered to 224 Greek preschool teachers. Psychometric properties were assessed using confirmatory factor analysis (χ2 = 743.33, df = 384, CFI = 0.992, RMSEA = 0.067, SRMR = 0.078), reliability (Cronbach’s α = 0.77 to 0.94) and convergent analyses (AVE = 0.661 to 0.854). Findings indicated that the revised TSI is a valid and reliable instrument with a strong seven-factor structure (factors’ correlation = 0.143 to 0.787). Results revealed high satisfaction with colleagues and students, but significant dissatisfaction with salary and prestige. The findings underscore the need for policymakers to address financial compensation and societal recognition to enhance retention and well-being in preschool education. This study contributes a validated tool for assessing preschool teachers’ job satisfaction while highlighting context-specific challenges in Greece.