Teacher's views on job satisfaction. (c2013)

Abstract

This study explores the influence of job satisfaction on teachers‟ performance by eliciting perceptions of teachers and administrators on elements and impact of teachers‟ job satisfaction on certain aspects of their performance. This study was conducted in a private school located in Beirut, Lebanon that caters for students from middle to high socioeconomic background. A conceptual framework was created for the study based on relevant theories of learning, satisfaction and motivation and the literature on the topic. An exploratory case study design using mixed methods was used to collect data through questionnaires, focus-group interviews, and semi-structured interviews. A sample of 112 teachers filled out a questionnaire, 18 teachers were grouped into three focus groups of six, while face-to-face semi-structured interviews were conducted with 15 subject coordinators. Data from the instruments were analyzed and results were compared and triangulated to increase credibility and trustworthiness of the study findings. Findings show that factors leading to teachers‟ job satisfaction include pay, appreciation, work environment, relationship with superiors, resources, work load, and possibility for growth. Findings indicate that these factors influence teachers‟ performance in several ways such as teachers exerting effort in engaging students in educational activities, participating in and managing school activities, willingness to work hard for accreditation, staying after school when necessary, and preparing remedial courses for low achievers. Other schools that strive to retain their teachers can benefit from this study by observing the above factors leading to teachers‟ job satisfaction and retention.