Abstract:

This study explores the significance of effective professional communication as a fundamental prerequisite for fostering successful collaboration among educators within a team, ultimately influencing job satisfaction. The research delineated specific objectives: to scrutinize the perceptions of team communication among classroom and subject teachers, exploring variations in these perceptions based on factors such as age, educational level, teaching type, and workplace. Additionally, the study aimed to investigate the relationship between team communication and job satisfaction. The investigation utilized a subset of the standardized "Examining School Quality Questionnaire" (German: Skalen zur Schulqualität, Gerecht, Steinert, Klieme, and Döbrich, 2007) and the "Work-related Basic Need Satisfaction Scale" (Van den Broeck, Vansteenkiste, De Witte, Soenens, and Lens, 2010). The study involved a sample size of 495 teachers, comprising 187 classroom teachers and 308 subject teachers. Employing exploratory factor analysis with a reliability coefficient of 0.90, the findings revealed three key factors: autonomy, competence, and relationship, collectively explaining 57.16% of the total variance. Results indicated that factors such as teacher's age (F (3,491) = 5.01, p < 0.01), years of service (F (3,491) = 4.45, p < 0.01), and place of work (F (2, 491) = 3.73, p < 0.05) significantly influenced professional communication. Teachers perceiving a greater prevalence of positive attributes in professional communication within their team demonstrated a statistically significant higher assessment of their job satisfaction.

Keywords:

Communication Culture, Professional Communication, Teacher Competence, Team Cooperation, Work Satisfaction.