The association between psychological resilience and job satisfaction among school psychologists in Greek public schools

Job satisfaction and psychological resilience constitute key indicators of professional well-being in demanding helping professions. The present study investigates levels of job satisfaction and psychological resilience among school psychologists working in Greek public schools and examines the association between these constructs, as well as potential differences based on demographic and occupational characteristics. Drawing on the Job Demands–Resources (JD-R) model and Conservation of Resources (COR) theory as complementary interpretive frameworks, psychological resilience is considered in relation to its conceptualization as a personal resource in demanding occupational contexts. The sample consisted of 100 school psychologists (M = 38.3 years) who completed the Job Satisfaction Survey (JSS), the Connor–Davidson Resilience Scale (CD-RISC), and a demographic questionnaire. Results indicated low overall job satisfaction, particularly regarding salary, promotion opportunities, and working conditions, while resilience levels were moderate. Strong and statistically significant positive associations were observed between resilience and both overall and facet-specific job satisfaction. Differences were also observed according to gender, employment status, educational level, and work location. The findings suggest that psychological resilience is an important personal resource associated with school psychologists’ professional well-being, while also highlighting the relevance of occupational and organizational conditions.