Tahir Khan FAROOQI, Shabbir ALI, Fakhra AZIZ, Asif IQBAL

Relationship between Teachers' Job Satisfaction and Students' Academic Performance

Problem Statement: An extensive literature on Job satisfaction has shown, teachers who are satisfied with their jobs perform better. Along with various indicators of teachers' job satisfaction, variables such as organizational justice (Nojani, Arjmandnia, Afrooz, & Rajabi, 2012), organizational culture (Hosseinkhanzadeh, Hosseinkhanzadeh, & Yeganeh, 2013), and administrators' decision-making styles (Olcum & Titrek, 2015) also relate to their job satisfaction. Purpose of the Study: We aimed to investigate the relationship between teachers' job satisfaction and student's academic performance in secondary schools. Method: Our sample consisted of 322 secondary-school teachers in Faisalabad, Pakistan, who completed the Job Satisfaction Scale for Teachers that we developed to gather data about teachers' job satisfaction. Meanwhile, we gauged students' performance according to the results of students declared by the Board of Intermediate and Secondary Education [BISE] Faisalabad in 9th and 10th grades. We calculated means and standard deviations for descriptive purposes and applied Pearson's r to explore the relationship between 9th- and 10th-grade students' achievement scores and teachers' job satisfaction. Results and Findings: Results revealed a strong, positive, and significant correlation between the tests. However, students' performance showed no significant correlation with teachers' job satisfaction. Nevertheless, all aspects of job satisfaction demonstrated significant positive correlations with the others, except for pay and supervision. Moreover, teachers' professional experience exhibited a significant correlation with 9th-grade students' performance. Conclusions and Recommendation: Work had positive and moderate correlation with promotion, colleagues, working conditions, and supervision. Colleagues had also positive and moderate correlation with working conditions and supervision. Researchers should develop criteria for the selection and recruitment of teachers, and schools should host refresher courses in order to retain teachers.

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