The influence of working Conditions on teachers job Satisfaction in selected public Primary schools in Mfoundi Division-Yaounde

Abstract

The purpose of the study was to investigate the influence of school environment on teachers’ job satisfaction in selected public primary schools in Mfoundi Division. Four objectives, four research questions with four research hypotheses were formulated to guide the study. Using a purposive and systematic random sampling technique, a sample size of 258 teachers including head teachers were selected for the study. To support the study, the researcher used some theories like the Hertzberg theory of motivation. The tools used for data collection was questionnaire regression analysis which was also used to test the hypothesis. The validity and reliability of data collection instruments was ascertained through content validity and internal consistency respectively. Data collected was analyzed using descriptive and inferential statistical methods. Results shows that there was a strong positive linear relationship between the independent (work environment, workload, head teachers' compensation practices and head teachers' supervision practices) and dependent variables (job satisfaction scores). The results also revealed that the work environment predict job satisfaction by 60%, workload by 10.7%, compensation practices by 24.5 % and supervising practices by 5%. The study concludes that supervision practices significantly influenced job satisfaction among public primary school teachers in Mfoundi Division. Therefore, improving supervision practices would necessarily lead to increased job satisfaction among the teachers in the primary schools in the area. Recommandations were made for policy, practice and further research.