Impact of job satisfaction on teacher well-being and education quality
Joumana Assaf 1 2 * , Siham Antoun 3
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1 Doctoral School of Sciences and Technology, Lebanese University, Beirut, LEBANON2 Université Aix-Marseille, 27 Boulevard Jean Moulin, 13385 Marseille Cedex 5. FRANCE3 The Legal Agenda, Beirut, LEBANON* Corresponding Author

Abstract

The occupational well-being of teachers and their job satisfaction are interconnected, both influencing teacher performance and student well-being. After several years of ongoing economic and financial crises, this cross-sectional descriptive study highlighted several factors that impact the quality of education in relation to these concepts. To achieve this, a scale created through principal component analysis was distributed online. The responses of 297 school teachers, from both the public and private sectors were subjected to analysis using descriptive and logistic regression tests. The findings revealed a strong sense of self-efficacy among teachers, indicating their dedication to providing quality instruction to students on the one hand and helping them overcome challenges on the other. Additionally, the factor of income and financial security emerged as the primary concern for teachers, with approximately 80% of respondents expressing this sentiment. Similarly, collegiality, working conditions, and attitudes towards teaching itself were also sources of concern.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 9, Issue 3, July 2024, Article No: em0204

https://doi.org/10.29333/pr/14437

Publication date: 01 Jul 2024

Online publication date: 04 Apr 2024

Article Views: 1115

Article Downloads: 1025

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