Extended Summary

The foundations of interest in job satisfaction can be traced back to the period following the Industrial Revolution. Generally, the studies on job satisfaction—defined as a positive emotional state resulting from one’s work—have primarily focused on measuring employees’ satisfaction levels and identifying the factors that influence it. While numerous factors affecting job satisfaction have been identified in the literature, it is widely acknowledged that job satisfaction is shaped by both personal factors (e.g., age, gender, education, health status) and job-related factors (e.g., workplace size, salary, promotion opportunities, relationships with managers and colleagues, job security, autonomy, and working hours).
Since early 2020, the Covid-19 pandemic has profoundly impacted global economies and societies, with significant consequences for working life. One of the most notable effects in the labor market has been the widespread adoption of remote work, particularly in the education sector. This shift necessitated a rapid and mandatory transition to distance education, requiring teachers to adapt quickly. As distance education is expected to remain prevalent, the importance of digital skills has grown. While some teachers enhanced their digital competencies and gained valuable experience, others experienced negative emotions such as stress, uncertainty, and anxiety. These changes in working conditions have significantly influenced teachers’ job satisfaction levels.
This study aims to determine whether the changes in working conditions during the pandemic led to variations in teachers’ job satisfaction levels and, if so, to explore the reasons for these changes based on the determinants of job satisfaction. Additionally, it examines potential distinctions between private and public schools and gender differences. A qualitative research approach was adopted, utilizing a case study method. In-depth interviews were conducted with 20 teachers (10 from public schools and 10 from private schools) in the province of Izmir.
The majority of teachers interviewed reported a decline in their job satisfaction levels following the transition to distance education. It is crucial to analyze how the determinants of teachers’ job satisfaction—such as income, promotion opportunities, workload, stress, and relationships with administrators, students, and parents—were affected by the changes in working conditions during the pandemic. While most teachers experienced no changes in their salaries, various developments led to financial difficulties and income loss. Teachers who previously offered private tutoring outside school hours had to reduce or discontinue these lessons due to the pandemic. Private schools delayed salary payments, and some teachers had to purchase new devices (e.g., computers or tablets) to effectively participate in or enhance their distance education capabilities. Additionally, some private school teachers were placed on short-time working allowances during school closures, resulting in gaps in their insurance premiums and lost retirement benefits. These financial challenges and uncertainties about the future contributed to a decline in job satisfaction among private school teachers.
All teachers reported conducting their lessons from home during the pandemic’s distance education period. The merging of home and work responsibilities within the same environment created significant challenges. Married female teachers with children were particularly adversely affected by this situation. The need to balance home and work responsibilities within a single space emerged as a key factor contributing to decreased job satisfaction among teachers.
The rapid transition to distance education left many teachers unprepared for the demands of this new system. Teachers reported a lack of appropriate educational materials (e.g., presentations, videos, visuals) for distance education and had to prepare these resources during the process. This situation resulted in a substantial increase in teachers’ workloads compared to pre-pandemic conditions, which, as highlighted by the interviewees, negatively impacted their job satisfaction. Moreover, nearly all respondents emphasized that conducting all work—such as exams, communication with administrators, colleagues, parents, and students, as well as meetings—online during the pandemic significantly increased their workload.
Teachers also experienced a disconnection in their relationships with students during the distance education process. The absence of a requirement for students to turn on their cameras during lessons led to feelings of alienation among teachers. This situation negatively affected the motivation of both teachers and students, made teachers feel inefficient and undervalued, and further contributed to a decline in their overall job satisfaction.
The rapid shift to distance education has had a detrimental impact on teachers’ job satisfaction. This transition resulted in isolation for both students and teachers, hindering engagement in educational activities and fostering a sense of alienation. The scope of distance education varied according to students’ socio-economic levels, leading to a lack of equal opportunities. The pandemic necessitated changes across all aspects of life, including education. The impact of distance education on teachers’ job satisfaction, in the absence of pandemic-related social restrictions, remains a separate area for future research. However, it is undeniable that the challenges posed by the pandemic have underscored the role of digitalization in education.