Geographic and Demographic Variations in Secondary School Teachers’ Job Satisfaction and Attitude towards Teaching

Abstract

This quantitative study examined the relationship between job satisfaction and secondary school teachers’ attitudes toward teaching in Punjab, Pakistan. A sample of 560 public school educators completed the Job Satisfaction Scale for Teachers and the Questionnaire of Attitudes Towards the Teaching Profession. Descriptive statistics revealed moderately high mean satisfaction and positive outlooks on teaching overall, with minor variations by gender and locale. Rural female teachers showed significantly more favourable perspectives than urban counterparts. Correlational analysis indicated a robust positive correlation between job satisfaction and attitude toward teaching across demographic groups. Results align with existing evidence that multifaceted policies targeting sources of teacher dissatisfaction and unfavourable attitudes may simultaneously improve both constructs to enhance educational quality. Locality emerged as the most meaningful demographic distinction, suggesting differentiated supports for rural versus urban schools warrant consideration. Further localization of professional development initiatives also appears vital to bolstering provincial secondary instruction. Overall, findings underscore the interdependence of teacher job satisfaction and teaching perspectives while highlighting the instrumentation of tailored, context-specific interventions for maximizing vocational engagement and performance among Pakistani secondary teachers.