Teachers play a decisive role in shaping the academic, social, and emotional development of learners, particularly at the primary level where the foundations of education are laid. Teaching effectiveness at this stage is influenced not only by professional qualifications and experience but also by psychological and organizational factors. Among these, job satisfaction is considered a critical determinant of teachers’ motivation, commitment, and classroom performance. The present study investigates the relationship between job satisfaction and teaching effectiveness among primary school teachers of District Pilibhit, Uttar Pradesh. A descriptive correlational research design was adopted. The sample consisted of 280 primary school teachers selected through random sampling from seven educational blocks—Amaria, Barkhera, Bilsanda, Marouri, Lalaurikhera, Bisalpur, and Puranpur. The sample was equally distributed by gender, comprising 140 male and 140 female teachers, with equal representation from each block. Standardized tools were used for data collection: the Job Satisfaction Scale for Teachers (JSST-DM) by Meera Dixit and the Teacher Effectiveness Scale (TES-KPMD) by P. Kumar and D. N. Mutha. Statistical techniques such as Mean, Standard Deviation, Pearson’s Product Moment Correlation, independent samples t-test, and one-way ANOVA were employed. The findings revealed that primary teachers possessed a moderate level of job satisfaction and a moderate to high level of teaching effectiveness. A significant positive correlation (r = 0.64, p < 0.01) was found between job satisfaction and teaching effectiveness. No significant gender-wise or block-wise differences were observed. The study emphasizes that enhancing teachers’ job satisfaction can substantially improve teaching effectiveness and the overall quality of primary education.
Kumar et al. (2026) studied this question.