Background: Job satisfaction is a metric for measuring satisfaction with life and emotional health among employees. This study aims to examine job satisfaction and the relationship between job satisfaction and psychological distress among secondary school teachers in Ibadan, Nigeria. Materials and Methods: This descriptive study was conducted among 476 teachers in nine public schools and six private secondary schools in Ibadan. Data were collected within the time period of July-August 2021. In this study, job satisfaction was assessed using a single item on a five-point scale. The Likert and the GHQ-scoring methods were adopted for the GHQ-12 instrument to examine psychological distress. In addition, the association between job satisfaction and psychological distress was established using the correlation and a chi-square test. Results: Respondents' mean age was 38.1± 9.0 years. Overall, 307 (64.5%) expressed satisfaction with their job. The psychological distress burden was 197/476 (41.4%) as assessed by Likert scoring and 168/476 (35.3%) as assessed by the GHQ-scoring of the GHQ-12 instrument. Job satisfaction scores and the GHQ instrument scores had a low significant negative correlation (r = -0.2, p = 0.01). Conclusion:In general, a low significant association was observed between job satisfaction and psychological distress among teachers in the secondary schools. Therefore, it is recommended that a cohort study be carried out to examine a causal link between job satisfaction and psychological distress.

Background: Global measures are often used to assess employees’ job satisfaction. However, important information is lost when this approach is  adopted. The use of multidimensional approach provides robust information for potential intervention. This study aimed to assess the work facets  predicting the overall single-item job satisfaction measure among teachers in Ibadan, Nigeria. Methods: This was a cross-sectional descriptive study conducted among 476 secondary school teachers selected using a multistage sampling  method. A structured questionnaire was used for data collection while data was analyzed using SPSS version 26. The Minnesota Satisfaction  Questionnaire (MSQ) and a single-item satisfaction measure assessed satisfaction. A linear regression model of the overall job satisfaction was developed. P-value ≤ 0.05 was regarded as statistically significant. Results: The mean age of respondents was 38.1±9.0 years. Majority of respondents were females 263 (55.3%) and married 363 (76.3%). The  respondents expressed above average satisfaction with all work facets except compensation 161 (33.8%) and work conditions 223 (46.8%). The work  facets which significantly predicted overall job satisfaction included: supervision-human relations (β = 0.121: 95% CI = 0.013 to 0.229; p = 0.028);policies & practices (β = 0.111: 95% CI = 0.021 to 0.201; p = 0.016); compensation (β =0.125: 95% CI = 0.035 to 0.214; p = 0.006) and recognition (β = 0.113: 95% CI = 0.006 to 0.220; p = 0.039) Conclusion: Overall job satisfaction was mostly predicted by factors extrinsic to the job, so these could be specifically targeted for interventions to  improve job satisfaction among teachers.