Eureka! Institutional Repository

Today, motivation and job satisfaction are the keys to better performance and increased employee productivity. By using the appropriate incentive techniques, Management is able to meet the personal needs of employees while at the same time maximally achieving the company's goals. Particularly in the educational field, the relationship between motivation and work satisfaction determines the development of any educational system (Papanastasiou and Zembylas, 2004). Thus, in the field of educational administration, there is a close relationship between motivation, job satisfaction and performance. The reduced level of motivation affects the performance of classroom teachers, thereby reducing their ability to provide quality education (Adedeji and Olaniyan, 2011, p. 16). For this reason, a frequent subject of research was the extent to which the motivation of teachers is related to their job satisfaction. The purpose of this work was to investigate the views of teachers from the Primary Education Directorate of Kozani, for their motivation and work satisfaction, based on the principles and factors of the theories of motivation at work. The aim of the research was to find out the degree of motivation and work satisfaction of the teachers of the Primary Education Directorate of Kozani in specific areas of their work environment, to investigate the difference in motivation and job satisfaction of teachers in relation to the specialty of teachers working in primary education, and to associate the degree of motivation of teachers with the degree of their job satisfaction, to motivation to enhance the job satisfaction of teachers. An empirical queries survey was carried out involving four hundred and ten (410) teachers from the Primary Education Directorate of Kozani. A descriptive and inductive statistical analysis of the data was made and all the results were presented in detail in the form of figures and tables. The results showed that teachers are highly motivated and satisfied with their work. In particular, job satisfaction factors (subject of work, accountability, recognition, and cooperation - interpersonal relationships) are more responsive and there are more to school units than work satisfaction factors (meritocracy, personal growth and development at work, objectives, safety at work, working conditions and salary). Regarding the difference in the degree of work satisfaction by specificity, teachers seemed to be more satisfied, while the kindergarten is less satisfied with the teachers of the other specialties. Finally, the correlation of the induction and work satisfaction variables has shown that there is a largely positive correlation between all the induction variables (excluding the wage variable) and the corresponding job satisfaction variables.