Teacher satisfaction and its influence on pupil satisfaction

At present, teaching is one of the professions most affected by the burnout síndrome, as was made evident by numerous investigations (Ilaja Reyes, 2016). This profession is characterized by contradictory feelings, since teachers feel rewarded by the importance of the work they carry out and by the constant contact with their students, but, at the same time, face constant conflicts that arise as a result of the demands the educational context imposes on them. Among these demands, the lack of collaboration of the families can be noted, along with the lack of attention and motivation of the students, as well as the limited resources and the lack of freedom to carry out their work. On the other hand, student satisfaction is influenced by different factors, both internal (motivation, interests, involvement in learning, etc.), and external. The influence of the teacher coud be included in this last category. For this reason, the objective of this work is to find out through a theoretical review and an empirical verification, to what extent the satisfaction of the teachers influences the satisfaction of their students. To carry out this research a purposive sample was selected. Concretely, teachers and their corresponding students were chosen from a Compulsory Secondary Education Institute call Valles de Gata in Cáceres. The chosen questionnaire was the Job Satisfaction Scale for Teachers (ESL-VP) of Anaya and Suárez (2007), along with a questionnaire designed by the authors. After analyzing the results it was verified that the teacher satisfaction influences the satisfaction of the students