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SPSS analysis with parametric correlation tested hypotheses, showing significant links for experience, age, and income level, while the gender relationship was insignificant. Results suggest job satisfaction is not determined by gender and may guide supervisors and administrators.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Hasanzadeh, 1  \n[elhamhasanzadeh.eng@gmail.com](elhamhasanzadeh.eng@gmail.com)  \nUrmia University, Iran  \nJavad Gholami,2  \nUrmia University, Iran  \nDOI: 10.35974/acuity.v8i1.2848  \nAbstract  \nDiscovering the causes of satisfaction and dissatisfaction is one of the primary goals of job satisfaction studies, and also it has a connection with several important factors. The present study investigates the relationship among Iranian EFL teachers' experience, age, gender, income level, and job satisfaction. To this end, 104 male and female EFL teachers in Urmia, Iran was selected based on convenience sampling design. The participants were asked to fill out an online Job Satisfaction Index (JDI) questionnaire. It evaluates a person in six areas: the nature of the job, supervision, coworkers, promotions, salaries, and benefits, and working conditions. The questionnaires were analyzed by SPSS. In order to investigate the hypothesis, a parametric correlation coefficient was used. The results revealed there was a connection between experience, age, income level, and job satisfaction. However, the gender-job satisfaction connection was determined to be insignificant. It implies that job satisfaction is irrelevant to gender. The implication of the present study can be beneficial to supervisors, institutes, and administrators.  \nKeywords: Job satisfaction, age, gender, experience, EFL teachers  \nINTRODUCTION  \nMany researchers have defined satisfaction in various ways, and it has been the principal subject of numerous surveys and studies. Teacher's job satisfaction results from the perceived link between what a teacher wants from teaching and what a teacher feels it delivers to a teacher (Zembylas & Papanastasiou, 2004) . Job satisfaction is described by Thiruchelvi and Supriya as \"an assessment of the perceived job characteristics, work environment, and emotional experience at work.\" (2009, p. 110) . The work of Herzberg, Mausner, and Snyderman has had a significant influence on job satisfaction studies (1959). Job satisfaction and dissatisfaction, according to Herzberg's dual-factor theory, are independent of one another and are influenced by a variety of working circumstances. The vast majority of scholarly studies on this subject focuses on determining and evaluating job satisfaction (Chang & Chang, 2014; Fila, Paik, Griffeth, & Allen, 2014; Macintosh & Krush, 2014; Spagnoli, Caetano, & Santos, 2012). Both internal and external variables influence a teacher's job  \nCorresponding Author: Elham Hasanzadeh, English Language Department, Urmia University, Urmia, Iran. Email: [elhamhasanzadeh.eng@gmail.com](elhamhasanzadeh.eng@gmail.com)  \nsatisfaction. It is controlled by a variety of factors, and it reflects an individual's overall attitude toward their job, as well as how they regard their profession, the working environment, and the working environment in general (Anastasiou & Belios, 2020). Among the many parameters linked to teacher job satisfaction, years of experience, teachers' age, and gender have received significantly more attention in the literature. According to Tsui (2005), teaching experience is a crucial and essential factor in teacher development. Teachers with fewer years of experience face various challenges in the classroom than those with more. According to Van Maele and Van Houtte (2012) and Menon and Athanasoula-Reppa (2011), teachers with more extensive work experience tended to be more content with their positions than those with fewer work experiences. The greater the teachers' positive influence, the higher their self-efficacy beliefs, job satisfaction, and passion in the classroom (Buric & Moe, 2020). Age is another factor influencing job satisfaction (Dewar & Werbel, 1979; Parasuraman, 1982) . Job satisfaction rises as one gets older and gains more experience. Older teachers seemed satisfied with specific parts of thei","cbCaif8ho3KOslRN","https://ap.wps.com/l/cbCaif8ho3KOslRN","pdf",190001,12,"English","# Introduction\n## Study purpose\n## Job satisfaction factors\n# Method and Measures\n## Participants and sampling\n## Job Satisfaction Index (JDI)\n## Data analysis approach\n# Results and Implications\n## Correlations found\n## Gender effect\n## Practical implications","[{\"question\":\"What factors were examined in relation to job satisfaction?\",\"answer\":\"The study investigates teachers’ experience, age, gender, and income level in connection with job satisfaction.\"},{\"question\":\"How were job satisfaction data collected?\",\"answer\":\"Participants completed an online Job Satisfaction Index (JDI) questionnaire covering six areas: job nature, supervision, coworkers, promotions, salaries, benefits, and working conditions.\"},{\"question\":\"Which relationships were statistically significant?\",\"answer\":\"Experience, age, and income level showed a connection with job satisfaction, while the gender-job satisfaction connection was insignificant.\"}]","Possible relationship among experience, age, income level, gender, and job satisfaction | PDF",1792066735]