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U istraživanje se krenulo od pretpostavke da rad upodržavajućoj radnoj okolini povećava radnu motivaciju te takopridonosi zadovoljstvu poslom i preventivno djeluje naprofesionalno sagorijevanje. Osnovni cilj rada bio je ispitatiulogu percipirane podrške ravnatelja i radne motivacije (radneangažiranosti i samoefikasnosti) u objašnjenju zadovoljstvaposlom i sagorijevanja na poslu kod hrvatskih učitelja. Uistraživanju su sudjelovala 1892 učitelja razredne (N = 856) ipredmetne nastave (N = 1036), zaposlena u 101 osnovnojškoli u Republici Hrvatskoj. U ukupnom je uzorku 12%sudionika bilo muškoga spola. Prosječna dob sudionikaiznosila je 41,7 godina (SD = 10,2), a radni staž 15,7 godina(SD = 10,7). Rezultati hijerarhijskih regresijskih analizapokazali su da percipirana podrška ravnatelja i upotrijebljenemjere radne motivacije značajno pridonose objašnjenjuzadovoljstva poslom i sagorijevanju na poslu (emocionalnaiscrpljenost i otuđenost), dok sociodemografske varijableobjašnjavaju malen postotak varijance kriterijskih mjera.Zaključno, podrška ravnatelja te samoefikasnost i radnaangažiranost učitelja imaju važnu ulogu u preveniranjunezadovoljstva poslom i profesionalnoga sagorijevanja učitelja.The starting point of this study was the assumption that workin a supportive working environment increases workmotivation and thus contributes to job satisfaction and inpreventing burnout. The main objective of the study was toexamine the role of perceived support from the principal andwork motivation (work engagement and self-efficacy) inexplaining job satisfaction and burnout in Croatian primaryschool teachers. The study included a total of 1,892 primaryschool teachers, working in lower (class-teachers, N = 856)and higher grades (subject-teachers, N = 1036), employedin 101 primary schools in the Republic of Croatia. Maleteachers comprised 12% of the total sample. The averageage of participants was 41.7 years (SD = 10.2), and lengthof service was 15.7 years (SD = 10.7). The results ofhierarchical regression analyses showed that the perceivedsupport from principals and used measures of workmotivation significantly contributed to the explanation of jobsatisfaction and two measures of burnout (emotionalexhaustion and alienation), while the demographic variablesused explained the small percentage of criterion measures\u27variance. In conclusion, support from the principal, as wellas self-efficiency and work engagement of teachers, has animportant role in the prevention of job dissatisfaction andburnout in teachers

Job Satisfaction and Burnout in Teachers: The Importance of Perceived Support from Principal and Work Motivation