International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VI, June 2022 | ISSN 2454–6186
Alvin Chiwoya and Harrison Daka
Department of Educational Administration and Policy Studies
University of Zambia
Abstract: The study compared job satisfaction of teachers in government and non-governmental junior secondary schools in Monze Urban District of Southern Province, Zambia. A descriptive research design was used for the study. The sample comprised of 90 teachers that were randomly selected using simple random sampling technique from the nine junior secondary schools. Ten (10) teachers were selected per school and this brought the total study sample to ninety (n=90). Data collected was analysed using SPSS version 23. From the research findings, it was evident that teachers were satisfied with the work itself, working relationship, supervision and the working environment but were not satisfied with the incentive pay and the working conditions. The study also showed a significant difference in job satisfaction between teachers in government and private schools with respect to work itself and supervision, and between teachers in government and mission schools with respect to working relationship. It was therefore recommended that the Ministry of General Education, District Education Boards, school proprietors and managers ensure that fringe benefits such as housing allowance, transport allowance, beneficiary tuition allowance and working conditions are improved in order to enhance job satisfaction of teachers.
Key words: Job satisfaction, Government schools, Non – governmental School
I.INTRODUCTION
Teachers occupy a critical position in the formal education system of any country. Their key roles of teaching and guiding learners to achieve their academic potential are second to none. Isaiah and Nenty (2012) describe teachers as a hub around which the process of education revolves. They argue that most of the countries in sub-Saharan Africa fail to attain their educational goals due to dissatisfaction of teachers. In other words, the importance of teacher job satisfaction in the attainment of educational goals cannot be over emphasised (Hariri, Monypenny, & Prideaux, 2012). Teachers that are happy and satisfied with their job are more likely to create learning experiences that are beneficial to the learners and help learners relate better with their enthusiasm and effort (Cerit, 2009). Thus, teachers who are satisfied perform better than those that are dissatisfied even within the school setting.