Factors influencing teachers’ job satisfaction in the Pakistan's public school

Abstract

This study examined the job satisfaction level of teachers and the factors affecting job satisfaction in the public schools of Pakistan. The public-school teachers from the two districts were selected as the sample for this study. The questionnaire was used for the data collection. An online survey was conducted to collect data from the teachers at selected public schools in Pakistan. The respondent was approached individually through an online survey. A total of 119 responses were received through an online survey. Out of these 119, 58 were complete responses which were then used for analysis. The SPSS and AMOS software was used for the analysis purpose. The average score related to teacher satisfaction showed that teachers in Pakistan are generally satisfied with their jobs. The Structural Equation Modeling results showed that professional development opportunities at work and self-efficacy play a significant positive role in teacher job satisfaction. The teachers who were well skilled and had better planning related to the work and provided progress in their work tend to be more satisfied with their jobs compared to the teachers who have low self-efficacy and dispatch progress on their job. Only a few public schools in Pakistan are included in the study. As a result, a broad sample of schools is recommended for future research. This poll did not include private schools. As a result, private schools should be included in future polls to better understand the disparities in teacher conduct in various school environments. Due to the closure of schools in Pakistan, the online survey was the only choice, explaining why there were so few complete responses. To corroborate the findings of this study, it is suggested that future investigations use a large sample size.