Teacher Job Satisfaction Research Articles

Impact of Leadership Styles on Job Satisfaction among Teachers in Secondary Schools in Monduli District

The purpose of this study was to explore the impact of leadership styles on job satisfaction among teachers in selected secondary schools in Monduli district. The study hypotheses were that H1 there is no statistically significant correlation between transformational leadership style and job satisfaction among teachers in selected secondary schools in Monduli district, H2 there is no statistically significant correlation between transactional leadership style and job satisfaction among teachers in selected secondary schools in Monduli district and H3 there is no statistically significant correlation between laissez-faire leadership style and job satisfaction among teachers in selected secondary schools in Monduli district. The study employed a descriptive survey design. A sample size of one hundred twenty-nine respondents was randomly chosen from four secondary schools in Monduli namely; Manyara, Lowassa, Engutoto, and Irkisongo district secondary schools. A self-administered questionnaire was used to collect information from respondents. The collected data were analyzed by Statistical Package for Social Scientists (SPSS) using, Independent t-test and Fisher's Analysis of Variance (ANOVA) to determine whether demographic variables varied with students' academic performance. Karl Pearson's Linear Correlation Coefficient was undertaken to determine the relationship between leadership styles and teachers' Job satisfaction. The study results indicated that hypotheses H1 and H3 were supported by the study findings. However, the study findings revealed that H3 was not supported by the study findings. The study concluded that transformational and laissez-faire leadership styles had a direct influence on teachers' job satisfaction. Therefore, school administrators in the Monduli district should use transformational and laissez-faire leadership styles in their day-to-day administration. The study findings led the researcher to recommend that, the school administration should focus on the use of transformational and laissez-faire leadership styles since they had a direct significant influence on teacher's job satisfaction. For future research focus should be on obtaining a larger and more representative sample, conducting the same study in other schools from another district for comparison purposes, and replicating the study using a qualitative approach.

Chinese Teachers’ Job Satisfaction and Professional Engagement

This study aims to examine the key factors influencing teacher job satisfaction and professional engagement among educators in China, with the objective of shedding light on the intricate relationship between these dimensions within the educational context. The study comprises a sample of 262 primary and secondary school teachers, situated in the region of Northern Guangdong, China. The study utilizes the Work Engagement Scale, Work Values Scale, and Job Satisfaction Scale to assess various aspects of the research topic. To get meaningful results, the study applies rigorous statistical methods such as t-tests, F-tests, correlation analyses, and regression analyses. These analytical techniques are used to gain valuable insights from the data. The findings highlight a critical need for the implementation of comprehensive policy initiatives. Teachers demonstrate significantly diminished levels of satisfaction, especially in relation to remuneration, workload, availability of classroom materials, presence of supportive leadership, and the equilibrium between professional and personal life. Simultaneously, their level of professional involvement in domains related to their dedication to student achievement, passion, introspective approach, originality, and support for education is notably lacking. The results of this research provide insight into the need of implementing transformational policies that focus on improving teacher job satisfaction and professional engagement in order to strengthen the foundation of excellent education in China.

초등교사의 생활지도 및 상담 부담과 교직만족도의 관계: 생활지도효능감과 학교경영참여의 매개효과

This study investigated the relationship between the guidance/counseling burden and job satisfaction of elementary school teachers, focusing on the role of guidance efficacy and school management participation to suggest ways to increase job satisfaction for elementary school teachers. To this end, first-year data from 905 elementary school teachers in the Seoul Education Longitudinal Study (SELS 2020) and structural equation modeling were used. The main results were as follows. First, the guidance/counseling burden had a direct negative impact on job satisfaction. Second, the guidance/counseling burden had a negative impact on job satisfaction through guidance efficacy and school management participation. Third, the guidance/counseling burden lowered guidance efficacy, which reduced school management participation and subsequently reduced job satisfaction. Based on these results, this study suggests the following. First, efforts to reduce the guidance/counseling burden are needed to restore job satisfaction. Second, since the guidance/counseling burden can have negative impacts on both individual teachers and school organizations, continuous attention is required. Third, efforts should be made to increase guidance efficacy and school management participation along with lowering the guidance/counseling burden.

Research on The Relationship Between Ethical Leadership of Chinese University Presidents and Teacher Job Satisfaction

Research areas include the ethical leadership of university presidents (moral character, people-oriented, enhanced moral motivation, enhanced ethical awareness, professional abilities and abilities) and teachers’ job satisfaction levels (satisfaction with job content, satisfaction with work environment, satisfaction Degree) career development, salary and benefits satisfaction), laying the foundation for improving teacher job satisfaction and the level of ethical leadership of university presidents. Enhance teachers' understanding of the moral leadership and job satisfaction of university presidents, and improve the development efficiency of teachers' work effectiveness. These areas improve the job performance of Jilin University of Economics teachers, provide work engagement, and help teachers improve job satisfaction and the moral leadership of university presidents. This study randomly selected 383 teachers or university leaders and used descriptive correlational design and Statistical Software for Social Sciences (SPSS) for data analysis. The results showed that the majority of the respondents were male (61.9%). In terms of age, the majority are 31-40 years old (27.4%) and 41-50 years old (29.0%). From the perspective of school positions, full-time teachers account for the highest proportion. (86.9%). From the perspective of teaching experience, teachers’ teaching experience is concentrated in 6-10 years (33.2%). Moral quality (3.23), people-oriented (3.20), enhanced moral motivation (3.21), enhanced moral awareness (3.21), professional abilities and abilities (3.23), satisfaction with work content (3.20), satisfaction with work environment ( 3.19), career development satisfaction (3.17), salary and welfare satisfaction (3.16) Working environment, career development satisfaction, salary and welfare satisfaction, ultimately improve teachers; work efficiency.

Voraussetzungen für und Bedeutung von unterschiedlichen Kooperationsformen als Quelle der Arbeitszufriedenheit und Mitarbeiterbindung von Lehrkräften

ZusammenfassungDamit erfolgreiche Lehrkräftekooperation stattfinden und ihr Potenzial entfalten kann, bedarf es zahlreicher schulischer Voraussetzungen, die das Schulleitungshandeln auf verschiedenen Ebenen betreffen. Diese Voraussetzungen und ihre Wirkungen sollen in Zusammenhang mit unterschiedlichen Kooperationsformen in diesem Beitrag überprüft werden. Die Studie greift dabei auf eine Stichprobe von 1052 Befragten an Hamburger Schulen zurück und untersucht, ob es unterschiedliche Voraussetzungen und Qualitäten der Kooperation mit Blick auf die Schulformen gibt und inwiefern unterschiedliche Kooperationsformen durch spezifisches Schulleitungshandeln beeinflusst werden. Neben durch Varianzanalysen ermittelten schulformspezifischen Unterschieden bei den Konstrukten verweist eine durchgeführte Regressionsanalyse insbesondere auf die Bedeutung der Schaffung geeigneter struktureller Voraussetzung für höherwertige Kooperationsmaßnahmen.

IMPACT OF THE NEW EDUCATION POLICY ON JOB SATISFACTION AMONG COLLEGE TEACHERS

The purpose of the study was to explore the job satisfaction of college teachers in the era of the New Education Policy. The education landscape is ever-evolving, and policy changes play a pivotal role in shaping the experiences of educators. The implementation of a new education policy marks a significant shift in the way academic institutions operate. As educational systems transform, such as the implementation of a new policy, it is imperative to investigate the effects on the individuals directly involved in its execution. In this context, college teachers play a pivotal role in shaping the educational landscape, and their job satisfaction is crucial for fostering a positive learning environment. This study aims to investigate the impact of the recently introduced education policy on job satisfaction among college teachers and to assess the specific ways in which the new education policy influences various aspects of job satisfaction among college teachers, including workload, professional development opportunities, teaching methodologies, and overall job contentment. Understanding the impact of the new education policy on job satisfaction is crucial for fostering a positive and conducive working environment for college teachers.
 The findings of this research are expected to contribute valuable insights to educational policymakers, administrators, and educators, facilitating informed decision-making to enhance the overall quality of education and the professional lives of college teachers. As educational institutions continue to adapt to the evolving landscape, this study provides a timely exploration of the intricate relationship between policy changes and the job satisfaction of those at the forefront of the teaching profession.

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic.

International education has become increasingly challenging to manage in an unpredictable world beset by pandemics, regional disputes, and evolving market practices. The last few decades have seen a huge demand for international education in China, and numerous acclaimed international brand names set up operations in China's K12 schooling sector. However, the COVID-19 pandemic exerted a noticeably negative impact on international high schools and their staff in China, and exacerbated a difficult period of management for these institutions. Interestingly, but perhaps unsurprisingly, the actual operation of these educational workplaces remains under investigated in academic studies. This paper therefore attempts to examine international high schools in China by focusing on their teachers and their associated employment motivation, job satisfaction, and dissatisfaction which has been perceptibly influenced by the impact of the COVID-19 pandemic. Through a qualitative, case-study approach which adopted semi-structured interviews, an acclaimed British high school, now closed, was investigated. The study found that international high school teachers were driven by diverse work motives such as the school's reputation, values, salary, environment, and chances for career development. Their job satisfaction was also multi-faceted, and their dissatisfaction in certain areas concerning. That is, they derived an early satisfaction from a range of facets, such as the students, class sizes, initial workloads, autonomy and collegiality. However, these early feelings were replaced by a sense of dissatisfaction and noticeable unhappiness resulting from leadership changes and subsequent management practices, increased workload, unmet employment package expectations and obligations, as well as limited professional development opportunities. This study highlights the importance of recruiting well, generating the right starting and longer-term conditions, retaining key staff and managing astutely. The work will be of interest to policy makers, investors, leaders, managers and staff alike. It will also extend educational research in the areas of teacher motivation, satisfaction and dissatisfaction, and in particular in China in international K12 settings.

Primary school teachers' perceived organizational support and job satisfaction: The mediating role of collective efficacy

We examined how perceived organizational support and collective efficacy affect the job satisfaction of primary school teachers in China, and explored whether collective efficacy mediates the relationship between perceived organizational support and job satisfaction. We gathered data from 245 teachers using the Job Diagnostic Survey, the Organizational Support Measurement Scale, and the Collective Teacher Efficacy Scale. Our results confirmed there were positive correlations between job satisfaction and perceived organizational support, and between job satisfaction and teachers' collective efficacy, supporting our initial hypotheses. Notably, perceived organizational support directly influenced teachers' job satisfaction and also indirectly influenced their job satisfaction through collective efficacy, highlighting the potential for future research to explore strategies that enhance both organizational support and collective efficacy, ultimately ensuring teachers find satisfaction in their job.

Motivation as Correlates of Teacher Job Satisfaction in Senior High Schools at Kassena Nankana East Municipality

The objectives of the study were to established relationship between motivation and job satisfaction of teachers in senior high school teachers at Kassena Nankana East Municipality. The study assessed the influence of motivation on teacher job satisfaction of teachers. Two hypotheses directed the study. Descriptive survey design was employed for the study. The respondents were selected through census technique. A total of 120 teachers were drawn from six senior high schools in the Kesena Nankana East Municipality. Questionnaire, which contains mostly Likert-type scale, was the main instrument used to gather data. The overall reliability coefficient obtained from the pre-test was .747. Data were analyzed using Pearson product moment correlation coefficient and simple regression. The findings were discussed in relation to the literature. The study established statistically significant, inverse and positive relationship between motivation and job satisfaction of teachers. Findings revealed statistically significant influence of motivation on teachers’ job satisfaction. It was therefore, recommended among others that heads should strengthen the use of motivation by regularly applying and making it attractive to teachers. Heads should organize durbar every academic year where issues bothering teachers could be welcomed, discussed and managed.

The Effect of Motivation, Organizational Culture, Competency on Work Commitment and Performance of SD Teachers in Bengkalis District

This study was conducted to determine and analyze the influence of motivation, organizational culture, and competence on work commitment and performance of elementary school teachers in Bengkalis District. This study was chosen because there were phenomena and problems related to the level of job satisfaction and performance of elementary school teachers in the Bengkalis District which were still low, there were many factors that influenced the high job satisfaction and performance, but the author had a temporary assumption that motivational factors, organizational culture and competence affected job satisfaction, as well as motivation, organizational culture, competence and job satisfaction affect the performance of elementary school teachers in Bengkalis District. The method used in collecting data in this research is a questionnaire. The population in this study were all elementary school civil servant teachers in Bengkalis District, amounting to 626 with a saturated sample of 626 respondents. By distributing a questionnaire using a Google form filled in by all primary school civil servants in Bengkalis District, with a total of 626 respondents, it was tested with SEM AMOS. The test results showed that motivation on job satisfaction had a positive effect, organizational culture on job satisfaction had a positive effect, competence on work commitment had a positive effect, work motivation on teacher performance has a positive effect, organizational culture on performance has a positive effect, competence on performance has no effect, work commitment on performance has no effect.

Ensuring Teacher’s Job Satisfaction Through Distributed and Instructional Leadership of Chinese School Principals: Mediating Role of Reward, Motivation and Effectiveness

Teacher performance and satisfaction is influenced through the organizational environment. Thus, this study explores the effectiveness of leadership styles in promoting teacher satisfaction, namely instructional leadership, and distributed leadership. The direct effects of instructional and distributed leadership on teacher’s job satisfaction along with the indirect effects through the mediation of reward, motivation and effectiveness were studied. The data was collected from 342 teachers employed in secondary schools of China, and the overall association among the factors was studied through the application of PLS-SEM. The findings of the study have indicated that instructional and distributed leadership styles are effective for curating the job satisfaction of teachers. Moreover, rewards, motivation, and job effectiveness were found to significantly mediate the association between leadership styles and job satisfaction. The results of the research study offer crucial implications for educational policies by demonstrating how job satisfaction among teachers can be enhanced through the implementation of appropriate leadership styles, emphasizing on reward, motivation, and effectiveness. The study suggests that development of teacher-focused policies and effective remuneration plans will lead towards satisfaction and therefore effective performance in the future.

EFL Teachers’ Job Satisfaction Profile

Teachers’ job satisfaction has been studied for decades. However, there has been no study investigating the profile of Indonesian EFL teachers’ job satisfaction. This study aimed to find out the profile of Indonesian EFL teachers’ job satisfaction. A sample of 340 EFL secondary school teachers consisting of 272 females and 68 males, 299 teachers with the undergraduate degree and 41 teachers with the master’s degree, 34 teachers with 1-5 years of teaching, 60 teachers with 6-10 years of teaching, 53 teachers with 11-20 years of teaching, and 38 teachers with more than 21 years of teaching were involved in this study. The instrument utilized in this study was an adaptation of the instrument developed by Spector (1994) comprising pay, promotion, supervision, fringe benefits, contingent rewards, operating conditions, coworkers, nature of work, and communication and distributed to the teachers via google forms due to the pandemic situation. The data were then analyzed using the confirmatory factor analysis. The findings revealed that four factors emerged in the teacher job satisfaction model, that is, salary, supervision, service condition, and . colleagues. The item loading factors in this model ranged from 0.28 to 0.80 and the acceptable fit indices were χ2 = 88.82; df = 48; χ2/df = 1.49; TLI = 0.93, RMSEA = 0.05; SRMR = 0.04.

유아교사의 셀프리더십과 교수몰입이 직무만족에 미치는 영향

The purpose of this study was to find out the effects of early childhood teachers’ self-leadership and teaching flow on their job satisfaction, as well as to discover the mediating effects of social support on job satisfaction. The subjects were 357 early childhood teachers who had been asked four questionnaires. The findings of this study were as follows. First, this study revealed positive correlations among the variables of early childhood teacher’s self-leadership, teaching flow, job satisfaction, and social support. Second, this study showed that there were the effects of self-leadership and teaching flow of early childhood teachers on their job satisfaction. Third, there was a mediating effect of social support on job satisfaction of early childhood teachers based on the relationship of the early childhood teachers’ self-leadership and their teaching flow.
 The results of this study signify that self-leadership and teaching flow are important factors to enhance the quality of early childhood education and early childhood teacher’s expertise as well as early childhood teachers’ social support for young children’s development and teacher’s job satisfaction in their experiences.

JOB BURNOUT AND SATISFACTION AMONG SECONDARY TEACHERS: REGRESSION AND K-MEANS CLUSTERING ANALYSIS

Burnout on a teaching job refers to exhaustion that leads to depression which can affect the teacher’s well-being and satisfaction. This article looks into the level of job burnout and satisfaction of high school teachers during modular distance learning and determines its association at different levels. Cross-sectional primary data were gathered from a random sample of secondary teachers in Ormoc City, Leyte, Philippines. The gathered data were job burnout and satisfaction scores and described using standard statistical metrics. Moreover, correlation and regression analysis were employed to analyze its association, and K-means clustering was used to identify homogeneous categories of job burnout and satisfaction scores with similar characteristics. On average, results showed that the high school teachers were still “satisfied” despite the “high burnout” they were facing during the modular distance learning amid the pandemic. Using the correlation analysis, it is revealed that teachers’ satisfaction and burnout are significantly and inversely correlated to each other. This implies that the burnout level adversely affects the satisfaction in teaching. Based on regression analysis, there is a decrease of 0.653 units in the satisfaction perception score for every 1 unit increase in the burnout perception score and it is significant at a 1% level. It is depicted in K-means clustering that teachers’ satisfaction and burnout levels are compact and converge to the interpretation that they were highly burnout yet satisfied in modular distance learning. Hence, the study suggests that teachers' tasks during distance education must be lessened to increase their well-being as educators.

Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India

PurposeBuilding on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.Design/methodology/approachThe study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.FindingsRegression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.Research limitations/implicationsThis is a cross-sectional study. The scope for causal inferences is, thus, limited.Practical implicationsIn the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.Originality/valueThe study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.

Job satisfaction amongst special education teachers

Introduction. The level of job satisfaction and attitudes of special education teachers towards working with children with disabilities significantly impact the attitudes of trained student teachers. Positive and satisfied special education teachers serve as role models, inspiring and influencing student teachers in a positive way. On the other hand, if special education teachers are dissatisfied or hold negative attitudes, it can discourage student teachers from pursuing a career in special education. Therefore, promoting job satisfaction and positive attitudes among special education teachers is crucial for fostering a supportive environment that encourages student teachers to embrace the challenges and rewards of working with children with disabilities. Aim. The present study aimed to measure the level of job satisfaction of special education teachers, their attitudes towards working with children with disabilities, and its effect on trained student teachers’ attitudes. Methodology and research methods. The authors developed a questionnaire to measure the level of job satisfaction, and a scale to measure the attitudes towards working with children with disabilities in the sample, validity and reliability were verified. The study sample consisted of 71 special education teachers and 71 teacher students who “receive their training with special education teachers”. The degree to which student teachers’ attitudes are affected by teachers’ satisfaction and their attitudes towards working with children with disabilities was determined using multiple linear regression analysis. Results. The means and standard deviations were extracted to analyse the results of the study, which appeared at an average level of performance on the “attitudes” scale, as the averages ranged from 2.49 to 4.20 and with arithmetic mean as a whole 3.49. Stepwise regression method adopted in the study introduced predicted variables into the regression equation stepwise, resulting in two statistically significant predictive models at the significance level α ≤ 0.05. The first model, involving teacher job satisfaction and student teacher attitudes towards working with children with disabilities, explained 7% of the total variance. The second model, which also considered teachers’ attitudes, explained a substantially larger portion of the variance, accounting for 64% of the total explained variance of the predictive model for student teachers’ attitudes towards working with children with disabilities. Scientific novelty. The findings highlight the significant influence of teacher job satisfaction and attitudes on student teachers’ attitudes. The study contributes to understanding of the factors shaping student teachers’ perspectives and underscores the importance of promoting job satisfaction and positive attitudes among special education teachers to foster a supportive learning environment. Practical significance of this study is that it provides valuable insights for the field of special education and teacher training. By examining the job satisfaction and attitudes of special education teachers towards working with children with disabilities and their impact on student teachers, the study informs educational practices and policies. Promoting job satisfaction and positive attitudes among special education teachers is crucial for creating a supportive environment and enhancing teacher training programmes. This knowledge can guide the development of strategies to improve the preparation of future educators and enhance the quality of special education services for children with disabilities. Overall, the study findings contribute to the field and have practical implications for improving educational experiences and outcomes.

The Influence of Principal Transformation on Junior High School Teachers' Performance and Job Satisfaction

Internal and external factors influence the low performance of junior high school teachers. Private junior high school (SMP) teachers in Banjarbaru are strongly influenced by transformational leadership, work motivation, and job satisfaction, so improving teacher performance by identifying the problems they face and finding alternative solutions is necessary. The research was conducted to analyze the direct and indirect influence of the principal's transformational leadership and work motivation on performance through job satisfaction of private junior high school teachers in Banjarbaru City. The research design used in this research is descriptive, using a path analysis model (part analysis) to analyze the pattern of influence between variables. The research population was 266 teachers from 14 private junior high schools in Banjarbaru City. Moreover, 160 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the data analysis obtained show that the regression coefficient value of the transformational leadership variable of the principal and teacher performance is 0.396, the variable job satisfaction and teacher performance is 0.365, the variable work motivation and teacher performance is 0.226, the variable principal transformational leadership and job satisfaction is 0.605, the variable work motivation and job satisfaction is 0.290, the variable transformational leadership with performance through job satisfaction is 0.137 and the variable work motivation and performance through job satisfaction is 0.073. The research results show that the level of transformational leadership of school principals, the level of job satisfaction, and the level of teacher performance in junior high schools in the city of Banjarbaru are in the medium category, while the level of work motivation is in the high category. There is a partial direct relationship between the transformational leadership of school principals, work motivation, job satisfaction, and teacher performance in private junior high schools in Banjarbaru. There is an indirect relationship between transformational leadership, work motivation, and performance through job satisfaction in private junior high schools throughout Banjarbaru City, so there is a need to increase the variables of transformational leadership, work motivation, job satisfaction, and teacher performance.

PENGARUH MOTIVASI DAN BEBAN KERJA TERHADAP KINERJA GURU MELALUI KEPUASAN KERJA DI SMP NEGERI PESISIR PENAJAM PASER UTARA KALIMANTAN TIMUR

This research aims to analyze the influence of work motivation and workload on teacher performance through teacher job satisfaction. If you look at the type of problem being studied, this research uses a quantitative approach, namely research that uses path analysis. The research results show that work motivation and workload each directly have a significant effect on job satisfaction. Likewise, the influence of work motivation, workload and job satisfaction each directly has a significant effect on teacher performance. The indirect effect of work motivation on teacher performance through job satisfaction is significant. Likewise, the indirect effect of workload on teacher performance through job satisfaction is also significant.

PENGARUH MOTIVASI DAN GAYA KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KINERJA GURU MELALUI KEPUASAN KERJA GURU SMP NEGERI DI KECAMATAN PENAJAM PASER UTARA

The research aims to analyze the influence of motivation and transformational leadership style of school principals on teacher performance through job satisfaction of State Middle School teachers in North Penajam Paser District, East Kalimantan. This research method uses a quantitative research approach. The research population was 36 teachers, hereinafter referred to as research respondents. The research results show that teacher work motivation has a significant effect on teacher performance. Transformational leadership has a significant effect on teacher performance. Work motivation has a significant effect on job satisfaction. Transformational leadership has a significant effect on job satisfaction. Job satisfaction has a significant effect on teacher performance. There is an indirect relationship between work motivation variables and teacher performance through job satisfaction. There is an indirect influence between transformational leadership style variables on teacher performance through job satisfaction.

WORK-LIFE BALANCE AND JOB SATISFACTION OF HIGHER EDUCATION TEACHERS - A SYSTEMATIC LITERATURE REVIEW

Purpose: The Study aims to understand the challenges that college teachers face in maintaining a healthy work-life balance and identify the factors that contribute to job satisfaction or dissatisfaction among college teachers. To provide evidence-based recommendations to improve work-life balance and job satisfaction for college teachers, ultimately benefiting both teachers and students. By understanding these challenges and their potential solutions, the study can contribute to creating a more sustainable and fulfilling work environment for college teachers, which can ultimately lead to improved student outcomes. Methodology: A systematic review of was carried out on the existing literature of Work-life balance and Job satisfaction in search engines: PubMed, Google Scholars, and Scopus. The eligible articles completed a screening process using exclusion criteria prior to being analyzed for the conceptual framework of the study. Findings/Result: The review identified various factors, including personal, organizational, and familial, that influence the work-life balance of college teachers. The study identified several research gaps in the field of work-life balance and job satisfaction among college teachers. Originality/Value: The systematic review provided a distinct understanding of the balance between work and personal life, as well as the level of satisfaction experienced by college teachers. The study also identified a correlation between personal and family matters of college teachers, as well as multiple strategies for improving their work-life balance. By implementing these methods, college teachers can enhance their efficiency and achieve greater success, enabling them to deliver the utmost appropriate care to their students. Paper type: Systematic Review paper KEYWORDS: Work-life balance, Job Satisfaction, Higher Education Teachers, Personal life, College Teachers.