The Impact of Pedagogical Skills, Curriculum Quality, Support from Parents and School Infrastructure on Job Satisfaction of Public Primary School Teachers

Abstract

Teachers are builders of nations because the quality that defines a country's students is closely tied to its educational system. The study project reflects on the elements affecting teachers' work satisfaction in schools. The study assessed the extent to which pedagogical skills, curriculum quality, parental support, and school infrastructure condition affect teachers' satisfaction. In this study, a quantitative survey approach was employed to collect primary data through questionnaires. The study focused on teachers in public primary schools and utilized a convenience non-probability sampling method to gather information from a sample group of 100 public primary school teachers. In alignment with the study's objectives, the research applied multiple linear regression analysis to explore the relationships between variables. The findings of the study showed that curriculum quality, infrastructure condition of public primary schools in Pakistan and parents’ support have a positive important impact on job satisfaction of teachers working there, however, pedagogical skills does not showed significant impression on satisfaction levels of the teachers working in such schools. The study recommended that keen attention should be given to raise the satisfaction level of teachers working in public schools by improving conditions of these schools, by raising awareness for parents and including teachers in curriculum selection and adoption.