Cynicism, autonomy and job satisfaction: evidence from teaching profession

Abstract

Integrating conservation of resources theory, theory of reasoned action and affective events theory, the present study examines the relationship between teacher cynicism, teacher autonomy and teacher job satisfaction. Data were garnered with a self-reported questionnaire from 703 teachers working in state schools, Sri Lanka. The data were analysed with AMOS and SmartPLS. The results disclose a positive relationship between cognitive cynicism and affective cynicism and the study further confirms a mediating relationship between cognitive cynicism and teacher job satisfaction through affective cynicism. The study made another notable finding that the behavioral cynicism, the consequent of cognitive cynicism, mediates the relationship between cognitive cynicism and teacher job satisfaction. In addition, the results reveal a moderating effect of teacher autonomy of the relationship between affective cynicism and teacher job satisfaction. Remarkably, the present study contributes to the frontiers of extant literature and proffers many useful practical implications.