Job satisfaction variance among public and private school teachers: A case study

Abstract

Teacher job satisfaction is the degree to which employees like or dislike their profession; they are satisfied when they have positive attitudes and feelings towards their job. Many studies were conducted in developing and developed countries, but unfortunately, studies focusing on teacher job satisfaction in the Afghan context are very limited. The purpose of this study was to investigate job satisfaction variance among public and private school teachers in Takhar schools. The data were collected using a survey questionnaire, and statistical techniques were used to analyze the data. The finding of the study showed that almost half of the respondents were satisfied with their profession. The study found statistically significant differences in the satisfaction level of teachers by their schools, teachers in private schools were more satisfied with most of the variables than their counterparts in public ones. However, public school teachers were more satisfied with their job security than private schools. The findings of the study will help educational authorities and policymakers to improve strategies for school leadership and teachers’ job satisfaction.

Keywords:

• Job satisfaction
• private and public schools
• school management
• education in Afghanistan

Acknowledgements

This study was assisted by the science department of Takhar Education directorate.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors have no funding to report.

Notes on contributors

Abdul Qawi Noori

Abdul Qawi Noori is an Assistant Professor at the English Department of Takhar University, Afghanistan. He is a PhD candidate at Monash University of Australia. He obtained a M.Ed. in Educational Management and Administration from the Universiti Teknologi Malaysia and a B.A. in English Language and Literature from Takhar University. His research areas are teaching and learning, data-driven decision making, school effectiveness, quality assurance and management, education for diversity and inclusive leadership in education.