Psychological Interventions Implemented to Improve Job Satisfaction of Schoolteachers in South Africa: A Scoping Review

Abstract

Job satisfaction levels of South African school teachers are currently impeded by various contextual factors and affect the education system of South Africa. This research study aimed to review the extent of available scientific literature on interventions to improve job satisfaction in South African schoolteachers. A scoping review was conducted to search, appraise, synthesize, and analyze scientific literature on interventions to improve the job satisfaction of South African schoolteachers. The search was conducted between January 2022 and May 2022, and only two studies were synthesized using thematic analysis. Various antecedents influence job satisfaction. Two main themes were identified that included internal school factors (the needs within each specific school(s) and socio-economic status of school and access to resources) and external school factors (monetary rewards, the South African Department of Basic Education, job security, and positive external factors). Due to the complexity of job satisfaction, the formulation of effective interventions should consider various antecedents that accompany the construct. A need for interventions is prevalent, however, the level and strategy of intervention concerning the contextual elements of schools should be highlighted. The research study adds to the current literature regarding the complexity of job satisfaction. Moreover, the lack of scientific literature further highlights the need for interventions.