Abstract
Purpose - Job Satisfaction (JS) has seen an upsurge concern in the arena of school management and it is highly associated with the age groups of school teachers. Thus, this study focused to ascertain the level of JS and examine it via age groups of school teachers. Design - The scholar applied a cross-sectional survey design in post-positivist paradigm. The data were amassed from 345 school teachers of a cluster via self-administer questionnaire and analyzed with descriptive statistics and ANOVA test. In the meantime, social exchange theory was employed to scrutinize the results. Findings - This study found that the school teachers expressed moderate satisfaction in the job. Likewise, the age groups significantly influence the JS among school teachers. More specifically, the senior age group teachers expressed more satisfaction in the job than other groups of the teacher. Subsequently, these job satisfied teachers contribute to more job commitment, effectiveness and work performances in the school. Furthermore, JS facilitates school to achieve elevated academic success. Implications - The study endows with the concrete approach for other forthcoming scholar to explore the contribution of age groups on JS among academia.
Highlights
The Job Satisfaction (JS) of school teachers has received heightened attention for ensuring the soaring work performances in the classroom, school effectiveness, and readiness among teachers in relation to the change process of school
This study found that the school teachers expressed moderate satisfaction in the job
In relation to this key concern, the author has stated the crucial question to tackle through this study: To what extent does the age group influence JS (Pay, Incentive and Benefits (PIB), work itself, work environment, supervision, and recognition) among school teachers?
Summary
The Job Satisfaction (JS) of school teachers has received heightened attention for ensuring the soaring work performances in the classroom, school effectiveness, and readiness among teachers in relation to the change process of school. The transformation of school, organizational change, survival of school, work effectiveness and high performance of the school is only possible when school leadership is able to satisfy their teachers in the jobs. Demirtas, 2010; Griffin & Bateman, 1986; Mannheim, Baruch, & Tal, 1997; Msuya, 2016; Murage & Kibera, 2014; Rao, 2015; Sundaram, Subburaj, & Sekar, 2012). These all researches did not examine the dimensions of JS via age groups of school teachers. In relation to this key concern, the author has stated the crucial question to tackle through this study: To what extent does the age group influence JS (Pay, Incentive and Benefits (PIB), work itself, work environment, supervision, and recognition) among school teachers?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
