20.500.12556/RUL-181741 Teachers’ metaphors and beliefs about teaching and their relationship with job satisfaction Metafore in prepričanja učiteljev o poučevanju ter povezave z zadovoljstvom pri delu This research focuses on Estonian teachers’ beliefs about teaching, the metaphors of their knowledge base, and the emotions connected with being a teacher. The relationships between these aspects and teacher job satisfaction were explored. In total, 658 mathematics, English language, biology, and class teachers participated in the research. The research applied a mostly quantitative design involving a mixed methods approach. The results highlight the complexity of teachers’ understanding of their role. Statistically significant differences were found between the teacher groups participating in the study. The results showed that the affective connotations of metaphors teachers attach to their work are related to teachers’ job satisfaction. However, there were no significant differences between teacher groups based on the nature of their metaphor and their beliefs about teaching. However, the results indicate that teachers expressing student-centred beliefs were more satisfied with their job environment than those with teacher-centred beliefs. The study suggests the importance of considering beliefs, knowledge base, and emotions in understanding job satisfaction. Ta raziskava se osredinja na prepričanja estonskih učiteljev o poučevanju, metaforah iz njihovih baz znanja in o čustvih, povezanih z delom učitelja. Raziskane so bile povezave med temi vidiki in zadovoljstvom učiteljev pri delu. V raziskavi je sodelovalo 658 učiteljev matematike, angleškega jezika, biologije in razrednega pouka. Uporabljena je bila pretežno kvantitativna zasnova, ki je vključevala pristop mešanih metod. Rezultati poudarjajo kompleksnost učiteljevega razumevanja svoje vloge. Med skupinami učiteljev, ki so sodelovali v raziskavi, so bile ugotovljene statistično pomembne razlike. Rezultati so pokazali, da so afektivne konotacije metafor, ki jih učitelji povezujejo s svojim delom, povezane z zadovoljstvom učiteljev pri delu, vendar pa med skupinami učiteljev ni bilo pomembnih razlik glede na naravo njihovih metafor in prepričanj o poučevanju. Rezultati pa kažejo tudi, da so bili učitelji, ki so izražali prepričanja, osredinjena na učence, bolj zadovoljni s svojim delovnim okoljem kot tisti s prepričanji, osredinjenimi na učitelje. Študija kaže, da je pri razumevanju zadovoljstva pri delu pomembno upoštevati prepričanja, bazo znanja in čustva. beliefs about teaching emotions job satisfaction metaphors teachers’ knowledge base prepričanja o poučevanju čustva zadovoljstvo pri delu metafore baza znanja učiteljev učitelji zadovoljstvo na delovnem mestu true false true Angleški jezik Slovenski jezik Članek v reviji 2026-04-15 08:17:09 2026-04-15 08:17:09 2026-04-16 04:45:26 0000-00-00 00:00:00 2026 0 0 Str. 227-251 no. 1 Vol. 16 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.011.3-051 2232-2647 10.26529/cepsj.1768 201925379 RAZ_Lofstrom_Erika_2026.pdf RAZ_Lofstrom_Erika_2026.pdf 1 211E608DAAB60999A0758EAAF9D24D9E aaeac27dd048cb82d6ebeab6f941a28ed456dc04bfe43ccf5e3bc5726f7cc777 d11d873e-3894-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=232444 https://journals.uni-lj.si/CEPSJ/article/view/26554 0 82c05153-3892-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=232441 Pedagoška fakulteta CEPS journal 0 0 0