Abstract
Teacher’s job satisfaction has been considered a very important element
in the training and development of pupils in their early academic years. This study
investigates the impact of five determinants of the teacher’s job satisfaction in the
context of primary and secondary schools, when controlling for their age, gender, experience, marital status and education. These five determinants include occupational
stress, empowerment, interpersonal relationships, working conditions and self-efficacy.
A sample, of 280 respondents, is drawn from school teachers of Karachi. Principal
component and hierarchical multiple regression analyses are used to test the proposed
hypotheses. With exception of self-efficacy, the results show that occupational stress,
empowerment, interpersonal relationships and working conditions have been found statistically significant predictor of teacher’s job satisfaction in Karachi. Therefore, the
school administration and management should mainly concentrate on developing interpersonal relationships as well as providing them with a suitable working conditions.
Consequently, school teachers could remain satisfied with their job which may lead to
produce better candidates for the higher education as well as highly-competitive professionals for different manufacturing and service industries. Moreover, teachers should
also be given an appropriate level of autonomy to manage the academic affairs of students in classrooms. It would not only help them reduce their occupational stress but
also enhance their level of job satisfaction. Managerial implications and areas for
future research are also discussed.
S. Anum Nizam, M. Shahnawaz Adil. (2014) Determiants of Teacher’s Job Satisfaction: Evidence from the Primary and Secondary Schools of Karachi, Journal of Education & Social Sciences, Volume 2, Issue 2.
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