ANALYSIS OF FACTORS ASSOCIATED WITH JOB SATISFACTION AMONG NEWLY APPOINTED PRIMARY SCHOOL TEACHERS: A PHENOMENOLOGICAL STUDY IN KAMBER SHAHDADKOT

Abstract

Job satisfaction is a combination of physiological, psychological and environmental conditions that lead an individual to honestly report that they are satisfied with their job. Although job satisfaction is under the influence of different external factors, it still is an internal thing of how an employee feels. This qualitative study explores the factors that affect job satisfaction of newly appointed primary school teachers in Taluka Nasirabad, District Kamber Shahdadkot, Sindh, Pakistan. The study's paradigm is rooted in the interpretivist philosophy, using an interpretive approach to capture the lived experiences of teachers in their first years of teaching. Ten newly appointed primary school teachers (5 male, 5 female) were interviewed in a semi-structured format, and thematic analysis was used to identify patterns of meaning from their stories. The analysis revealed six core themes: workplace conditions and physical resources, administrative and collegial support, financial rewards and recognition, professional development chances, intrinsic motivation and professional commitment, and participants' recommendations for improving job satisfaction. The findings reveal a complex and often contradictory picture of early-career satisfaction: participants described being personally engaged with their vocation and having a strong sense of community and relationships with their students, but also noted frustration with being overloaded, lack of administrative support, and poorly developed induction programs. These systemic issues significantly affect teachers' confidence and professional well-being in the early, critical stages of their careers. The study recommends urgent structural changes at the district level, involving a formal mentoring system, timely financial compensation, and enhanced school infrastructure, to foster an environment supporting good and motivated teaching.