Factors influencing teachers’ job satisfaction in the Pakistan’s public school

This study examined the job satisfaction level of teachers and the factors affecting job satisfaction in the public schools of Pakistan. The public-school teachers from the two districts were selected as the sample for this study. The questionnaire was used for the data collection. An online survey was conducted to collect data from the teachers at selected public schools in Pakistan. The respondent was approached individually through an online survey. A total of 119 responses were received through an online survey. Out of these 119, 58 were complete responses which were then used for analysis. The SPSS and AMOS software was used for the analysis purpose. The average score related to teacher satisfaction showed that teachers in Pakistan are generally satisfied with their jobs. The Structural Equation Modeling results showed that professional development opportunities at work and self-efficacy play a significant positive role in teacher job satisfaction. The teachers who were well skilled and had better planning related to the work and provided progress in their work tend to be more satisfied with their jobs compared to the teachers who have low self-efficacy and dispatch progress on their job. Only a few public schools in Pakistan are included in the study. As a result, a broad sample of schools is recommended for future research. This poll did not include private schools. As a result, private schools should be included in future polls to better understand the disparities in teacher conduct in various school environments. Due to the closure of schools in Pakistan, the online survey was the only choice, explaining why there were so few complete responses. To corroborate the findings of this study, it is suggested that future investigations use a large sample size.


2011)
. Job satisfaction is a measure of how well a job meets a need or desire. As a result, a person's job happiness impacts his or her productivity at work. As a result, the value of employee work satisfaction has become a hot topic among managers and supervisors in both for-profit and non-profit enterprises.
Many studies tried to figure out what causes teachers' job contentment and discontent Schwarz et al., 2008;Tickle et al., 2011). According to the study, salary, student-teacher connections, work pressure, cultural differences among people, distance from the community, and administrative assistance are all linked to teachers' job satisfaction, according to the study Tickle et al., 2011). These variables have a substantial impact on teacher performance as well as teaching quality. As a result, it is crucial to examine how these characteristics are linked to raising or reducing teacher work satisfaction in schools.
Teachers' job satisfaction is harmed by a lack of support from school administration, a shortage of laboratory supplies, and low compensation. As they encounter issues relating to student misbehaviors, workload, relationships with coworkers and administrators, compensation, and career progress, their job satisfaction declines (Shann, 1998). Furthermore, teachers' job satisfaction is declining because they are dissatisfied with their workload and working environment (Ingersoll & Schreibman, 2006). Teacher work satisfaction is closely linked to educational quality. The more contented instructors are, the better they can teach. As a result, we must increase teacher satisfaction while continuing to improve teacher working conditions. We contribute to increased student learning and accomplishment by assisting teachers in becoming more effective .
The poor pay of teachers is another aspect that has a detrimental impact on their job satisfaction. Teaching is a comparatively low-paying job compared to other professions such as computer programmers, nurses, and public accountants. Because of inadequate pay, more than a third of new teachers leave the profession within five years. Their poor pay was linked to their dissatisfaction with their jobs (Liu, 2007). Teachers' decisions to leave or stay in the classroom were influenced by low compensation. Teachers' intentions to leave the teaching profession may decrease when their salary satisfaction rises (Ingersoll, 2006).
Teachers' turnover can be minimized if their job satisfaction is improved (Skaalvik & Skaalvik, 2014). Teacher satisfaction can be managed by job security and the working environment (Aydin, Sarier, & Uysal, 2013). According to the authors, teachers' productivity can be enhanced to a high level by assuring their job pleasure. Teachers who are satisfied can deliver outstanding instruction to their students by exciting and inspiring them. Even among skilled teachers, preliminary studies have shown that low job satisfaction negatively impacts productivity. Burnout and a lack of passion for work also impact productivity (Chamundeswari, 2013).
A significant factor in gaining job happiness is growing in the workplace (Herzberg et al., 2011). People are encouraged to develop plans and set objectives for their future as a result of these chances. According to goal-setting theory, higher goals lead to more satisfaction, and vice versa (Locke & Latham, 2006). According to studies, employees with higher goals have higher job satisfaction (Koestner et al., 2002;. Teacher success is defined as obtaining the desired response from students through motivation (Skaalvik & Skaalvik, 2014;Soodak & Podell, 1996). According to research, teacher self-efficacy is linked to student achievement in the classroom (Dicke et al., 2014). Their level of satisfaction influences teachers' attitudes in the classroom. Teachers with higher abilities and better preparation are more receptive to new ideas and have greater organizational elevation. They frequently try to define development plans and set clear objectives (Molding et al., 2014;Rodriguez et al., 2014). According to previous studies, having a high level of self-efficacy leads to increased happiness (Aldridge & Fraser, 2016;Skaalvik & Skaalvik, 2017). The data analysis follows the study's design and approach.
The term "goal support" refers to the assistance provided to overcome specific work-related obstacles . According to studies, job happiness is attained through staff support, encouragement, and inspiration (Lent & Brown, 2006;Tang et al., 2014). According to Lent and Brown's (2006) model, assisting in the achievement of goals promotes job satisfaction. Goal support has been found to have a weak and insignificant link with job satisfaction in some studies. On the other hand, others have discovered that peer support and supervisor support impact job satisfaction (Babin et al., 2015;Cullen, 2014;Grant, 2014;Tang et al., 2014).
School infrastructure and policies are integrated into working conditions in school contexts (Nie et al., 2015). The link between working conditions and job satisfaction has been studied in a number of ways (Hui et al., 2014;Karim et al., 2017;Nie et al., 2015). In a healthy working environment, teachers perform better. Working conditions that are insufficient will have a negative impact on job satisfaction (Jordan et al., 2017;Khany & Tazik, 2016). The current study used Lent and Brown's (2006) model to quantify the direct impact of school-related characteristics on job satisfaction.

METHOD
The present study attempted to analyze the public-school teachers' job satisfaction level and identify the factors that contribute to teachers' job satisfaction and dissatisfaction.

Research Setting
Research design is the conceptual structure within which the qualitative or quantitative research is conducted and constitutes the blueprint for measuring variables, collection of data, and analysis. The study followed a descriptive design to collect data on selected public schools of Pakistan. The purpose of descriptive design is to gather detailed information and facts that describe a phenomenon. The public-school teachers from the two districts were selected as the sample for this study.

Research Instruments
After an extensive literature review regarding factors influencing teachers' job satisfaction level of public schools, one instrument was adapted from the study of (Naz, 2017). The question pro website was used to make the instrument e questionnaire. The e-questionnaire was then used for data collection and analysis. Five Likert questionnaires (agree, agree, disagree, disagree, disagree) is used for this study.

Data Collection
For the purpose of data collection, the respondent will be taken individually by an online survey. A total of 119 responses were received through online survey. Out of these 119, 58 were complete responses. So, the 58 responses are selected as the total sample size of this study.

Data Analysis
The analysis for this study has been performed using (SPSS) and AMOS tools. The survey was conducted online using an e-questionnaire. A total of 119 responses were received. Out of these responses, 58 complete responses were selected for analysis. Table 1 shows the gender distributions of the sample data. Out of 58 respondents, most of the respondents were female (41), while a small proportion were male teachers. This is also due to the excess number of female teachers in the school education department of Pakistan. As per the results shown in table 2, most of the respondents fall in the age group of (20-30, 51) due to the many new induction programs for the school. Also, because the survey was online, so the younger teachers participated in the survey. Most of the respondents had a service duration period of (1-5, 36); due to the many new induction programs for the school, more young people came to the education department. Also, because the survey was online so the younger teachers participated in this survey.  Table 4 shows the overall score related to teacher job satisfaction. The mean value is 3.6138, which is above the neutral response and blow than the satisfying response. This is showing that teachers overall showed satisfaction towards their job. Although their satisfaction level is not high, showing the mixed responses from the respondents. Figure one further illustrates the situation of teacher satisfaction in the public schools of Pakistan.  Figure 1 shows that most of the respondents are somewhat satisfied with their job as most of the responses lie in the range of 3-4. In the questionnaire, response three was neutral, and response four was related to job satisfaction. A few of them were very dissatisfied with their jobs, whereas some of the teachers' respondents were very satisfied with their jobs.  The RMSEA value is significant at below 0.05, meaning the SEM model is fit and appropriate for the analysis.  SEM's regression results show that working conditions, professional development opportunities, and self-efficacy positively relate to teacher job satisfaction. At the same time, group support has a negative but insignificant relationship with teacher job satisfaction. The working condition has little relation as the p-value (.137>.05) is insignificant. The professional development opportunities have a strong positive and significant relationship (.747, p<.01) with teacher job satisfaction. This shows that people who must think they have more opportunities to grow in the schools tend to be more satisfied in their teaching jobs. Self-efficacy also has a significant positive relationship (0.431, p<.05). This shows that higher self-efficacy of teachers also leads to higher job satisfaction.

DISCUSSION AND CONCLUSION
The results of this study showed that teachers in Pakistan are generally satisfied with their jobs. Although their satisfaction level is not very high or above average, the data still shows positive feedback from the teachers related to their job satisfaction. These results contrast with the study of (Amin et al., 2013), in which the author concluded that teachers, in general, are not satisfied with their jobs. Furthermore, the SEM modeling showed that work-related progress and selfefficacy play a key role in teacher job satisfaction. The teachers who are well skilled and have better planning related to the work tend to be more satisfied with their jobs than the teachers who have low levels of self-efficacy and not having development opportunities at work. These results are in line with the studies of (Molding et al., 2014;Rodriguez et al., 2014), in which the authors stated that teachers with higher skills and better planning are more open to new ideas and show greater uplift in the school organization. In addition to that, when teachers are satisfied with the work-related progress or think that they have enough opportunities to grow professionally, they feel more satisfied in that organization. They often attempt to identify the strategies of development progress within the organization.

LIMITATION AND RECOMMENDATION
The study is limited to only some public schools in Pakistan. So, a large sample of schools is recommended for future studies. Private schools were not part of this survey. So, the private schools should also be considered for future surveys to understand the differences in teachers' behavior in diverse kinds of school environments. Due to the closure of schools in Pakistan, the online survey was the only choice that made not many respondents complete responses. It is recommended to use a large sample size for future studies to confirm the results of this study.