Entre el compromiso y el bienestar

Teachers’ job satisfaction is a fundamental component of occupational well-being and the sustainability of educational organizations. In the context of the Extended School Day Program (JEE) in the Dominican Republic, the expansion of school hours entails changes in working conditions, planning, institutional responsibilities, and opportunities for educational diversification. This study aimed to analyze job satisfaction among teachers working in schools implementing the JEE program, based on their own perceptions. A quantitative, non-experimental, descriptive, and cross-sectional research design was employed. Data were collected using a questionnaire consisting of 25 statements rated on a five-point Likert scale and one open-ended question. A total of 21 responses were analyzed. The overall mean score was 3.56 (SD = 0.68), while the general satisfaction dimension reached 3.85. The main strength was identified in occupational well-being (M = 3.96), whereas the greatest weakness was found in working conditions (M = 2.90). Particularly noteworthy were teachers’ perceptions of the positive impact of their work (M = 4.38) and their enjoyment of the teaching profession (M = 4.24), contrasted with insufficient planning time (M = 2.67) and the organization of the JEE program (M = 2.43). Responses to the open-ended question highlighted needs related to staffing, workload reduction, planning, workshops, resources, and infrastructure. The findings reveal a favorable level of professional satisfaction coexisting with organizational challenges specific to the extended school day. Given the small size and nature of the sample, the findings are descriptive and cannot be generalized to the broader teaching population in the Dominican Republic.