Abstract:
Albeit the concept of job satisfaction is well entrenched in business and management research
studies, there is a vacuum and piecemeal approach into educational settings. The factors determining
job satisfaction of teachers are inclined to country-culture specific nature, thereby responding to
the acknowledgement of the need by unearthing teachers’ perception of job satisfaction from a
neglected cultural perspective. Anchored in philosophical assumptions, this research adopted the
interpretivist-inductive approach. Using a purposive sampling technique, a total of twenty-three
informants were chosen from the teaching profession and the required data were garnered from
semi-structured interviews. This study revealed the factors determining teachers’ job satisfaction,
viz., economic conditions, relationship with principals and colleagues, students’ behaviour, loosen
policy towards students’ discipline, responsibility of parents, salary, teaching facilities, working
environment, teachers training, teacher transferring policy, school holidays, familiarity with teaching,
promotion policy, educational policies and status in society and those subsumed into tripartite form:
cultural factors, economic factors, and national factors. This study unequivocally contributed to the
frontiers of teachers’ job satisfaction literature and flagged up several avenues for future research.
