ABSTRACT

Job satisfaction remains until this date a prominent factor that managers seek in their employees to ensure the organization’s productivity and success. It has extensively drawn the attention of researchers in the educational field to inform policymakers and school leaders of its impact on teachers’ motivation, commitment, stress, retention, and burnout levels. The aim of this study is twofold. First, it will investigate teachers’ job satisfaction level in Lebanon, and second, it will look at their perceptions of their principals’ self-efficacy levels. A total of 133 Teachers Job Satisfaction Questionnaires (TJSQ) were collected from 6 private and 6 public K-12 schools to measure teachers’ perceptions about the factors that are mostly correlated with their job satisfaction levels. Despite that, overall means of intrinsic factors were higher than extrinsic factors, correlation analysis revealed that extrinsic factors (i.e., working conditions and professional development) were more associated with teachers’ job fulfillment. Findings from this study support the literature indicating that when teachers’ extrinsic needs are fulfilled in less developed countries, they will uplift their job satisfaction level. Further implications for research and practice are also discussed.

摘要

直到今天，工作满意度仍然是管理者在员工中寻求的一个重要因素，以确保组织的生产力和成功。它引起了教育领域研究人员的广泛关注，以告知政策制定者和学校领导其对教师的积极性、承诺、压力、保留和倦怠水平的影响。本研究的目的是双重的。首先，它将调查黎巴嫩教师的工作满意度，其次，它将考察他们对校长自我效能水平的看法。从 6 所​​私立和 6 所公立 K-12 学校共收集了 133 份教师工作满意度问卷 (TJSQ)，以衡量教师对与其工作满意度水平最相关的因素的看法。尽管那样，内在因素的总体均值高于外在因素，相关分析显示外在因素（即工作条件和专业发展）与教师工作满意度的相关性更高。这项研究的结果支持文献表明，当教师的外在需求在欠发达国家得到满足时，他们将提高工作满意度。还讨论了对研究和实践的进一步影响。