School Climate and Teacher Job Satisfaction: Evidence from Primary Schools in Lahore, Pakistan
DOI:
https://doi.org/10.58932/MULE0027Keywords:
chool climate, job satisfaction, primary school teachers, Pakistan, educational leadershipAbstract
The correlation between school climate and teacher job satisfaction has been the subject of international studies worldwide, but in Pakistan this is a relatively uncharted field of investigation, especially from the viewpoint of primary school teachers. The way teachers perceive their school climate is very important, as it has a direct influence on their job satisfaction, performance, and teaching commitment. This research examines school climate and job satisfaction from the perspective of primary school teachers in Lahore and determines to what degree the two variables are correlated. Quantitative correlational research design was utilized to maintain objectivity and generalizability of findings. 202 teachers (101 male and 101 female) from ten public primary schools responded to standardized and validated survey instruments. Results show a strong positive correlation between school climate and job satisfaction (r = .241, p = .015), where greater positive perceptions of school climate are related to higher job satisfaction. Surprisingly, the study did not find significant variation in perceptions by gender or years of experience, demonstrating a fairly consistent pattern across demographic categories. With respect to particular facets of job satisfaction, teachers indicated greater satisfaction on dimensions like pay, supervision, chances for promotion, and responsibility, whereas levels of only moderate satisfaction were reported for recognition, working conditions, and relationships with colleagues. The findings of the study highlight the paramount necessity of fostering an encouraging and positive school climate as a means to enhancing teacher job satisfaction and, by extension, teaching effectiveness. Through closing gaps in recognition, professional assistance, and workplace connections, school leaders and policy-makers can establish settings under which teachers are valued, encouraged, and more dedicated to their jobs. Down-to-earth recommendations from the study are the implementation of clear and equitable promotion policies, provision of systematic professional development and supervisory assistance, and introduction of policies that enhance collegial cooperation and general school climate. These steps could not only improve teacher satisfaction but also help bring about sustained improvement in the quality of primary education in Pakistan.
Keywords: school climate, job satisfaction, primary school teachers, Pakistan, educational leadership
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