Teacher Job Satisfaction: Do Human Resource Management Practices Matter? Evidence from Secondary Level Education

Abstract

Teacher job satisfaction is a continuing academic and research exploration over many decades owing to its insidious effect on the quality of teaching and learning in education. This study aims to investigate the effect of human resource management practices on teacher job satisfaction. Data were collected through a self-administered questionnaire with a sample of 392 secondary school teachers in Northern Province, Sri Lanka. The study adopted a survey research strategy with a cross-sectional time horizon. The results of the study disclosed that training, development, and education (TDE), promotion, health and safety, and teacher relationships are significantly positively related to teacher job satisfaction. Nonetheless, recruitment and selection, performance appraisal, compensation and reward, benefits, motivation, and transfer were not significantly related to teacher job satisfaction. Of those determining HRM practices, TDE is the most influential factor, followed by teacher-relationship, health and safety, and promotion. Gender, civil status, and school location were not found to be related to teacher job satisfaction. The present study advances the understanding of human resource management practices in the educational setting from a divergent cultural vantage point. Further, the study provides many useful practical implications for educational administrators, practitioners, and policymakers.