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Antecedents of Job Satisfaction among Higher Secondary Teachers: Moderating Role of Training

Author

Listed:
  • Md. Mosharraf Hossain

    (Department of Management Studies, Comilla University, Cumilla, Bangladesh.)

  • Md. Kamrozzaman

    (Director (In-charge), Higher Secondary Teachers' Training Institute, Cumilla, Bangladesh.)

  • Md. Mehedi Hasan Manik

    (Department of Management Studies, Comilla University, Cumilla, Bangladesh.)

  • Rahima Akther

    (Department of Management, Bijoy Smarani College, Chattogram, Bangladesh.)

  • Atiqur Rahaman

    (Department of Management, Bangamata Sheikh Fojilatunnesa Mujib Science and Technology University, Bangladesh.)

  • Md Sahab Uddin

    (Department of Management Studies, Comilla University, Cumilla, Bangladesh.)

Abstract

Higher secondary-level teachers play a vital role in shaping the quality of education. Teachers not only provide specialized knowledge in specific subjects but also significantly impact the entire academic and personal growth of learners during a critical stage of their educational path. Elevated levels of job satisfaction can result in enhanced teacher efficacy, improved student achievements, and reduced attrition rates among educators. In order to enhance the quality of education at the higher secondary level in a methodical manner, it is essential to comprehend the precise factors that contribute to teachers' job happiness. Hence, the aim of the research was to assess the determinants of job satisfaction among higher secondary teachers in the context of Bangladesh along with the role of training as a moderator. The research utilised a descriptive design and a quantitative technique. A judgemental sampling strategy conducted online to gather 374 data points from Bangladeshi higher secondary educators, utilising a standardised questionnaire. The data was evaluated and the hypotheses were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The results of Partial Least Square-Structural Equation Modeling (PLS-SEM) showed that job satisfaction was significantly associated work-life-balance, reward & recognition, job security factors. The results also revealed that training significantly and positively moderates the relationship between three elements (e.g., work-life-balance, reward & recognition, job security) and job satisfaction. The study says that relevant parties should pay extra attention to the important factors that affect job satisfaction and come up with effective ways to improve the quality of higher secondary school teachers' work and happiness with jobs. This means making the workplace helpful, making sure everyone gets paid fairly, and giving everyone lots of chances to grow professionally. Creating an atmosphere where teachers' work is recognized and appreciated can also make them more motivated and committed. Arranging training programs for higher secondary teacher’s development can enhance their productivity. By taking care of these issues, stakeholders can make the higher secondary level a better place to teach and learn which will eventually lead to better educational outcomes.

Suggested Citation

  • Md. Mosharraf Hossain & Md. Kamrozzaman & Md. Mehedi Hasan Manik & Rahima Akther & Atiqur Rahaman & Md Sahab Uddin, 2024. "Antecedents of Job Satisfaction among Higher Secondary Teachers: Moderating Role of Training," International Journal of Science and Business, IJSAB International, vol. 42(1), pages 52-70.
    • Handle: RePEc:aif:journl:v:42:y:2024:i:1:p:52-70
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    References listed on IDEAS

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