Job satisfaction of higher education teachers in the context of education digitalization

The article examines job satisfaction among higher education teachers amid digitalization. It analyzes theoretical approaches from international, Russian, and Kazakhstani researchers, including Herzberg’s Two-Factor Theory, Deci and Ryan’s Self-Determination Theory, Maslach’s Burnout Theory, and kazakhistan’s research on pedagogical motivation and professional identity.

To quantitatively assess job satisfaction among university teachers under digitalization conditions, the Minnesota Satisfaction Questionnaire was used. This tool allows the determination of both general and specific levels of professional satisfaction, based on a wide range of parameters, including working conditions, opportunities for career development, interaction with administration and colleagues, and the degree of autonomy and recognition. The use of this questionnaire is justified by its high validity and reliability, as well as its international recognition as one of the most valid methods for assessing employees’ subjective attitudes toward their professional activities.

Given the study’s specific focus on digitalization, the questionnaire was adapted to better reflect the current professional environment. This adaptation preserved its diagnostic accuracy and enabled broader analysis, allowing job satisfaction to be correlated with respondents’ age and their ICT competence level. This made it possible to identify correlations between digital factors and teachers’ psychological well-being and to clarify how organizational and technological factors affect teachers’ perceptions of their work. The findings show that ICT competence is positively associated with job satisfaction (mean = 4.3), while increased workload and insufficient institutional support are key sources of dissatisfaction.

The authors emphasize the need to improve ICT skills, create mentoring programs, and prevent emotional burnout among teachers. The conclusions show that job satisfaction depends on many factors and offer recommendations to improve teachers’ well-being in a digital environment.