Effect of Teaching and Administrative Workload on Primary School Teachers’ Job Satisfaction and Work Performance
DOI:
https://doi.org/10.62843/jssr.v6i4.761Keywords:
Teaching Workload, Administrative Workload, Job Satisfaction, Work PerformanceAbstract
Primary school teachers play an important role in establishing the academic foundations and developing the critical, social, and personal growth of early learners. This study examined the effect of teaching and administrative workload on primary school teachers’ job satisfaction and work performance utilizing a correctional research design. All primary school teachers in public primary schools of Faisalabad Division constituted the population of the study. For data collection, a sample of 1,000 primary school teachers was selected through multistage sampling. Data were collected through using a structured questionnaire based on a five-point Likert scale. Four types of Likert scales, frequency, level of satisfaction, level of performance, and level of effectiveness, were used. The validity of the instrument was ensured through experts’ opinions, and its reliability was calculated using Cronbach’s alpha (α = .86) following a pilot study. The data were collected through an online method (Google Form) and by personally visiting the public primary schools by the researcher. Data were analyzed using SPSS through descriptive and inferential statistics. The results revealed a statistically significant negative relationship between teaching workload and job satisfaction (r= -.262, p< .001) and work performance (-.201, p<.001), while administrative workload showed a statistically significant but weak positive relationship with job satisfaction (r=.1130, p<.001) and work performance (r= 120, p<.001). The study concludes that heavy teaching increased teachers’ job dissatisfaction and emotional exhaustion and reduced their work performance whereas administrative workloads, though burdensome, was mildly associated with higher satisfaction and performance.
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