Exploring the Relationship Between School Climate and Teacher Job Satisfaction in Lahore’s Public Primary Schools
DOI:
https://doi.org/10.58932/MULE0027Keywords:
chool climate, job satisfaction, primary school teachers, Pakistan, educational leadershipAbstract
This study investigates the relationship between school climate and teacher job satisfaction in primary schools in Lahore, Pakistan—a context where limited research exists. Using a quantitative correlational design, data were collected from 202 teachers (101 male, 101 female) across ten public primary schools through standardized survey instruments. Results revealed a significant positive correlation between school climate and job satisfaction (r = .241, p = .015), consistent across gender and experience. Teachers reported higher satisfaction with pay, supervision, promotion opportunities, and responsibility, but only moderate satisfaction with recognition, working conditions, and collegial relationships. The findings underscore the importance of fostering a positive school climate to enhance teacher satisfaction and effectiveness. Policy recommendations include transparent promotion systems, structured professional development, supervisory support, and initiatives to strengthen collegial collaboration, thereby contributing to sustained improvement in primary education quality in Pakistan.
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