Intrinsic and Extrinsic Factors Affecting Job Satisfaction: A Comparative Study of Public and Private Primary School Teachers

Abstract

There are several intrinsic and extrinsic factors that affect the level of job satisfaction of school teachers. This study aimed to comparatively identify intrinsic and extrinsic factors of job satisfaction among public and private primary school teachers in Multan, Punjab, Pakistan. This cross-sectional study was conducted using the quantitative method, in which all public and private primary school teachers in Multan made up the total population of the study. Out of the total population size of 6330, a sample of 400 teachers was drawn through proportionate sampling techniques. A representative proportion of the sample was taken in accordance with the size of the population of each stratum, i.e., public and private, male and female. With respect to the category of school, 144 respondents were taken from private schools, and the rest (256) from public primary schools. Out of 400 respondents, 205 were female and 195 were male. Primary data was collected using a self-developed questionnaire that was built on a 5-point Likert scale with a total of 12 scales with 64 items. The overall study hypothesized that intrinsic factors such as respect, recognition, job quality, and personal growth (M = 3.04, SD = 1.0541) and extrinsic factors such as pay, promotion, management, coworkers’ behavior, training, and job security (M = 3.03, SD = 1.0437) were equally influential on teachers’ job satisfaction. Moreover, there was a significant difference in the level of job satisfaction between public and private school teachers (p = .001 < .05), indicating that private teachers were less satisfied with their jobs compared to public teachers.

ASSESSING THE ROLE OF TEACHERS & PARENTS IN DEVELOPING STRATEGIES AGAINST SOCIAL MEDIA MISUSE AMONG STUDENTS

“…Gay. If total population of a study is greater than 5000, sample of up to 400 respondents is always considered fairly suitable (Gay, 1987;Gay & Airasian, 2003;Abdullah, Khan, Shah, & Ullah, 2023). A total of 400 people responded, and of those, 348 (87%) were parents & 52 (13%) were teachers.…”

Socio-Cultural Determinants of Emphasizing Marks Culture in Matric and FA/FSc Level: A Case Study in Dir Lower

“…Like many regions, Dir Lower grapples with the complexities of modern education within its unique socio-cultural milieu. The significance attributed to marks and grades in the educational landscape of Dir Lower is not merely an academic phenomenon but also deeply rooted in the region's cultural and social fabric (Abdullah et al, 2023). These sociocultural factors play an essential part in determining the scholastic skills of students and the prospects of close relatives and societies over students (Malik, 2015).…”

“…Family socioeconomic status plays a significant role in perpetuating the marks-centric culture in matric and FA/FSc education, where, in many cases, families from lower socioeconomic backgrounds view education as the primary pathway to upward mobility and financial stability (Musengimana et al, 2021). This perspective places immense pressure on students to excel academically, as good grades are often seen as the ticket to better opportunities and improved living standards; as a result, there is a heightened emphasis on marks, sometimes at the expense of a more well-rounded education experience (Abdullah et al, 2023) Families may invest heavily in tutoring or extra resources to support their children's academic success, further reinforcing the marks-driven culture. Thus, family socioeconomic status can be a driving force behind the intense focus on grades in matric and elementary education (Okello et al, 2020).…”