Factors Which Affect Satisfaction and Dissatisfaction of Teachers

Present thought and action relating to satisfaction and motivation of teachers appear to he based on the assumption that job factors which satisfy teachers and job factors which dissatisfy teachers are arranged on a conceptual continuum. This paper tests an alternate assumption which was proposed by Frederick Herzbcrg and his associates. Herzberg suggests that job factors which satisfy workers and job factors which dissatisfy workers are not arranged on a conceptual continuum but are mutually exclusive. The findings of the study reported here revealed that some factors, reported by teachers as contributing to their job satisfaction and job dissatisfaction, were polar in a positive direction and other factors were polar in a negative direction. Achievement, recognition and responsibility were factors which contributed predominantly to teacher job satisfaction. Interpersonal relations (students), interpersonal relations (peers), “supervision technical”, school policy and administration, unfairness, status and personal life were factors which contributed predominantly to teacher dissatisfaction. Further, the satisfaction factors identified for teachers tend to focus on the work itself and the dissatisfaction factors tend to focus on the conditions of work. The results of this study tend to support the universality of Herzberg's findings.