The Impact of Job Satisfaction on Teacher Mental Health: A Call to Action for Educational Policymakers

3.1 Job Satisfaction and Factors

Teaching is widely recognized as a highly stressful profession, and the results suggest that senior teachers experience higher levels of job satisfaction. Researchers identified various factors that were significant in fostering job satisfaction among teachers. These included incentives, community support, fair pay, opportunities for advancement, a transparent performance review system, timely promotions, good working conditions, positive relationships with colleagues, a collaborative work environment, recognition from the community, teamwork with students, and a sense of commitment and accountability (Mwila & Kulwa, 2022; Nyamubi, 2017). In the study performed by Gajjars (2014), female teachers’ job satisfaction levels differed significantly from those of male teachers. There was also a significant difference in mental health between female and male teachers. The study determined a substantial interaction impact between teachers’ gender and work environment on their mental health. Interestingly, several studies have revealed notable disparities in job satisfaction levels between gender (Lassibille & Navarro Gómez, 2020; Rezai, Namaziandost, & Çakmak, 2022; Singh & Sharma, 2016). On the other hand, females were shown to be happier with their jobs than males. When compared to private teachers, government-employed educators were shown to be happier with their professions (Shafi, 2016). The study demonstrated that government school teachers reported higher levels of job satisfaction than their corresponding working in private schools. Additionally, female teachers were found to exhibit higher levels of job satisfaction compared to male teachers, with a specific emphasis on aspects such as remuneration, working conditions, co-worker relationships, and organizational climate (Şahin & Sak, 2016; Yoon & Kim, 2022). Yayla, Sak, Şahin Sak, and Taşkın’s (2018) study revealed no evidence of a relationship between preschool teachers’ performing duties status, age, marital status, sex, in-service training, and job satisfaction. Other studies have found that occupational stress has a significant impact on job satisfaction (Lee et al., 2022). Wagner and French (2010) found that three independent measures of job satisfaction emerged as important predictors of intrinsic motivation in professional growth. These characteristics include support from supervisors, the inherent nature of the task, and the quality of relationships between coworkers. Rural and urban areas are known to have unique health challenges and resources that impact the health outcomes of their residents (Lindert, Kühn, & Choi, 2022). Ali (2017) carried out a research investigation to examine the emotional well-being and job satisfaction of educational professionals in rural and urban parts and to look at the impact of the interaction between sex and environment on their mental health. The results showed no significant differences in job satisfaction among university educational professionals based on gender. However, several factors, including personal growth, progress, professional development, accountability, and acknowledgement, were identified as factors that enhance the overall job satisfaction of the teacher. Muga, Onyango, and Jackline (2017) found that a significant proportion of teachers expressed satisfaction with extrinsic factors, such as interpersonal relationships with students, accountability, and supervision, while salary had the lowest score among the extrinsic factors. In order to better understand the connection between teacher satisfaction and student achievement in secondary schools at the state level, Chamundeswari (2013) carried out a research study. The study uncovered a noteworthy disparity in performance between central board school teachers and state board teachers, with the former demonstrating significantly better performance. Furthermore, there was a positive relationship between teachers’ job satisfaction and students’ academic success, especially in the fields of subject knowledge and academic achievement. However, the study also found that the majority of teachers (85%) reported a moderate to low level of satisfaction. Furthermore, the study discovered that job satisfaction among public-sector educators was not uniform, with demographics and socioeconomic status having a major effect on job satisfaction levels, especially among female and young teachers (Ekpenyong & Joseph, 2017). These findings are in line with Herzberg’s Motivation-Hygiene theory, which suggests that factors like pay, work place conditions, and job security have a big impact on how happy they are at their jobs (Msuya, 2016). Goswami (2013) studied secondary school teachers to determine the correlation between job stress and multiple facets of job satisfaction, as well as demographic variables like age and gender. The study indicated that job stress has a negative impact on job satisfaction, leading to a decline in overall satisfaction levels. Interestingly, demographic factors like age and working location were found to influence job stress, while gender was not observed to have any effect on the experience of job stress. On the other hand, organizational factors, interpersonal relationships among teachers, motivational environment, job stability, and financial well-being emerged as key contributors to teachers’ satisfaction (Susmitha & Reddy, 2017). The findings of this study indicate the relevance of Herzberg’s Motivation-Hygiene theory to the teaching profession, which is widely recognized as one of the most demanding fields. Experienced teachers exhibited a significant degree of job satisfaction, and an interesting finding emerged from the study, indicating a positive correlation between job satisfaction and gender (Shafi, 2016). Factors such as healthy working relationships, task variety, and workload, as well as financial and fringe benefits, were identified as critical elements influencing job satisfaction among teacher educators (Sahito & Vaisanen, 2016). The level of job satisfaction among teacher plays a crucial role in determining their efficacy and achievement. This is because teaching activities, especially those that require creativity, are unlikely to be productive without a satisfactory level of job satisfaction. According to a study conducted by Mishra and Dkhar (2016) in India, no significant differences in job satisfaction were observed among teacher educators based on gender, employment sector (government or non-government), or level of education (college-educated). In a study conducted by Raj and Lalita (2013) aimed at assessing the level of job satisfaction among tutors and comparing it across gender and employment sectors, no significant differences were found in job satisfaction between male and female tutors, as well as between tutors in private and government schools of Haryana, India. In the particular context of Bangladesh, working conditions, wages, and growth policy were found to be the main factors that significantly influenced overall happiness levels among primary school teachers (Sultana, Sarker, & Prodhan, 2017). Moreover, the study revealed that job satisfaction among teachers exhibited significant variations, highlighting the practical implications for departmental heads, managers, and educational institution leaders. It emphasizes the need to implement diverse management and motivational strategies to ensure sustained satisfaction and motivation among teachers (Msuya, 2016). Furthermore, the result showed that there was no noteworthy disparity in job satisfaction levels between primary school educators employed in government and private sectors. However, the study did find that female teachers expressed higher levels of job satisfaction compared to their male counterparts.

Shafi (2016) suggests that the pay and promotion policy need to be assessed and enhanced in the Pakistan government colleges. In addition, modern training programs should be implemented to enhance teachers’ content, academic expertise, and abilities. Furthermore, teachers should be provided with suitable accommodations and facilities to motivate them to work with dedication, commitment, and focus toward the achievement of academic excellence and quality education. Patel (2013) conducted a study to investigate the impact of school location on the psychological stress experienced by secondary teachers in Ahmedabad, India. The results of the study suggest that both rural and urban teachers experience similar levels of psychological stress. Similarly, Shukla (2016) investigated in Ahmedabad the psychological stress felt by secondary teachers with a focus on the impact of gender as well, school surroundings, and the environment of the school. The study revealed that gender and school location had no significant difference in the mean score of psychological stress experienced by secondary teachers. However, the environment of the school had a significant impact on the psychological stress experienced by secondary teachers. The relationship between commitment to the organization, satisfaction with the job, and career motivation of secondary school teachers at various schools were examined (Joharis, 2016). The results showed that these relationships significantly impact the teacher organizational commitment in Medan state university schools. Ahsan, Abdullah, Fie, and Alam (2009) investigated the relationship between job satisfaction and stress at work among Malaysian university employees. The author identified the role of management, workload pressure, and relationships with others as the major factors contributing to job stress. Occupational stress within the organization primarily stems from the overwhelming burden of work, as highlighted by Topper’s (2007) research. Malaysian teachers, in particular, have expressed grave concerns regarding their extensive working hours, with reported averages as high as 77 h per week. This prolonged workload has left teachers feeling encumbered by administrative and clerical responsibilities, making it increasingly challenging for them to concentrate on their primary role of teaching students (Yaacob & Long, 2015).

The study conducted by Nayee (2021) explored the correlation between job satisfaction and various demographic factors among both primary and secondary school educators. The findings indicated that job satisfaction exhibited significant associations with factors such as mother tongue, caste, and place of work. The study also discovered that some groups, including teachers with only one family, men with graduate degrees, highly experienced teachers, and those employed by government schools, showed higher levels of job satisfaction than others. The relationship between age and marriage and job satisfaction was not found to be particularly strong. The study emphasizes the significance of comprehending the factors that contribute to job satisfaction among teachers. It underscores the need for allocating appropriate resources to address their concerns and challenges effectively. By enhancing job satisfaction, it becomes feasible to successfully implement education policies and reforms, ultimately leading to an improved educational environment (Sahito & Vaisanen, 2016). The COVID-19 pandemic has increased work and family obstacles, intensifying the work-family conflict. This is particularly evident among female pre-school teachers with children, who face the dual responsibility of being both a teacher and a mother (Sundarasen et al., 2020). On the one hand, they must fulfill their job demands of educating young children, while on the other hand, they must meet the family demands of caring for their own children at home. Failure to balance these demands may result in an imbalance and potentially negative consequences (Hong, Liu, & Zhang, 2021).

Studies have indicated that job stress, job engagement, and job satisfaction significantly influence organizational commitment. Furthermore, job satisfaction directly contributes to fostering a positive organizational working environment. University faculties are crucial to the growth and advancement of knowledge and technology within a university, and high levels of job satisfaction among faculty members are linked to higher levels of organizational commitment (Li, Liu, Yuan, & Ju, 2017). Teachers exhibit a significant level of satisfaction with their work, ranging from moderate to extremely high (Raza & Ahmed’s, 2017). This result demonstrates their strong dedication to both their organization and profession. Additionally, the study revealed a notable level of commitment among teachers toward their profession. Additionally, it has been found that teachers had a high level of commitment to their work. Male and female secondary school faculty have significantly different levels of job satisfaction (Bashir, 2017). Interestingly, there were no significant variations in professional commitment between male and female teachers were found in this situation. Additionally, the study found a meaningful connection between job satisfaction and professional commitment among teachers, demonstrating a positive and significant correlation between these two variables. Similarly, Wang, Lin, and Liang (2017) found that urban and rural teachers displayed distinct levels of teaching involvement. Nevertheless, both groups of teachers were positively influenced by the organizational climate, job satisfaction, and job involvement, which ultimately impacted the achievement of both teachers and students. The correlation between job satisfaction, organizational commitment, and organizational citizenship behavior among teachers in secondary schools was examined in the Malaysian state of Perak (Tharikh, Ying, & Saad, 2016). The results showed that these variables had a statistically substantial and favorable relationship. This suggests that higher levels of job satisfaction were linked to greater organizational commitment and a greater propensity to exhibit positive organizational citizenship behavior. This suggests that teachers who experience higher job satisfaction and demonstrate commitment to their organizations are more likely to engage in organizational citizenship behavior, which encompasses discretionary behaviors that benefit the organization but are not formally rewarded. In the context of teachers, both transformational and transactional leadership styles were found to have a positive impact on job satisfaction and organizational commitment. Conversely, research shows that effective management is a strong indicator of job satisfaction as well as dedication to values, while laissez-faire leadership is a strong predictor of intention to quit one’s job. A positive correlation between leadership styles that are transformational and transactional and organizational commitment, staff member effort, job satisfaction, and leadership efficacy was also found (Sayadi, 2016). Ghavifekr and Pillai (2016) conducted a study that revealed a significant positive relationship between the organizational climate of schools and teachers’ job satisfaction. The authors emphasized that factors like teachers’ level of responsibility and job satisfaction played a big part in determining how happy they were with their jobs overall. The study also found no significant differences between men and women teachers in terms of job satisfaction. However, remarkable variations in job satisfaction were observed based on the number of years teachers had served at their current school. Similarly, a significant correlation between teachers’ organizational commitment and job satisfaction was found. Among the various demographic variables, the findings indicated that gender had a significant association with job satisfaction. But factors like age, marital status, and level of education did not show a significant correlation with teachers’ job satisfaction. These findings highlight the multifaceted nature of factors that influence teachers’ overall job satisfaction and commitment to their organizations, shedding light on the complex dynamics of job satisfaction in the teaching profession (Getahun, Tefera, & Burichew, 2016). Kim and Yang (2016) found that specific organizational characteristics, including rewards, director support, collegial relationships, and taking part in decision-making processes, had a beneficial effect on the job satisfaction of childcare teachers in South Korea. Furthermore, the study identified that personality profiles and their dimensions played a significant role in shaping this relationship. Tentama and Pranungsari (2016) discovered a significant positive correlation between teachers’ work motivation, job satisfaction, and organizational commitment. The study revealed that among the demographic variables examined, only gender exhibited a statistically significant positive relationship with job satisfaction. On the other hand, factors like marital status, years of experience, and educational level did not show a significant impact on teachers’ job satisfaction. These findings underscore the intricate nature of the relationship between demographic factors and job satisfaction within the teaching profession. It emphasizes the need to consider a range of variables beyond traditional demographic characteristics to better comprehend the complex interplay between job satisfaction and individual attributes among teachers. In an investigation by Werang, Kana, and Leba (2016), the findings revealed a significant influence of both the organizational climate within schools and individual characteristics on teachers’ job satisfaction. Similarly, a study conducted in Saveh, Iran, by Torabian and Davoudi (2016) established a significant relationship between high school teachers’ job satisfaction and two specific dimensions of ethical climate: instrumental and regulation. Notably, these two dimensions emerged as the sole significant predictors of job satisfaction in the study. These notable outcomes emphasize the critical role that ethical climate perceptions play in shaping teacher behavior and fostering job satisfaction within educational contexts.

3.2 Impact of Organizational Administration and Leadership on Job Satisfaction

The study conducted by Shahidi (2017) revealed a substantial and positive correlation between the consultative and participative leadership styles employed by school headteachers and teachers’ job satisfaction. These findings underscore the crucial role of leadership approaches in shaping the overall satisfaction levels experienced by teachers within educational settings. By adopting consultative and participative leadership practices, headteachers can effectively contribute to enhancing the job satisfaction and well-being of teachers, ultimately fostering a more conducive and fulfilling work environment. However, the definition of job satisfaction was found to be complex and multidimensional, as it was influenced by psychological, physical, and social factors as perceived by the study participants. In their comprehensive study on leadership effectiveness in schools, Kauts and Sharma (2017) explored various dimensions of this critical topic. Their findings revealed that schools characterized by high levels of effectiveness also demonstrated superior leadership effectiveness. Interestingly, the research highlighted the positive influence of female principals, as they were identified as more effective leaders within the school context. Furthermore, the study emphasized the strong association between high school effectiveness and increased teacher satisfaction. Remarkably, high-effectiveness school principals were found to significantly contribute to higher job satisfaction among faculty members. Importantly, the researchers determined that school effectiveness remained consistent across different levels within the same educational system, regardless of gender differences. These valuable insights contribute to our understanding of the pivotal role of effective leadership in fostering successful educational environments. Afaq, Sajid, and Arshad (2017) conducted a thorough investigation to investigate the effect of an approach to leadership on faculty members’ job satisfaction. The research produced notable results, showing a significant and favorable association between these two factors. Additionally, the study provided insight into the conflict resolution techniques used by headteachers, highlighting, in particular, the importance of the collaborating style. Compared to other problem-solving approaches, such as adapting, bargaining, and compromising, this particular strategy showed a greater positive correlation with teachers’ job satisfaction. Additionally, an in-depth examination of the data revealed a notable difference in job satisfaction among teachers according to their number of years of service. Curiously, the study (Hamzah et al., 2017) found no significant variations in happiness at work based on demographic data. Our understanding of the complex interactions between leadership styles, conflict resolution techniques, and faculty members’ job satisfaction is deepened by these insightful findings. Tas (2017) looked into the connection between administrators’ leadership styles and educators’ job satisfaction. The study found a significant relationship between teacher job satisfaction and the different aspects of administrators’ leadership behavior. All leadership dimensions frequently displayed the administrators’ leadership behavior, but especially those that were highly individualized. A further investigation by Chaudry, Ahmad, Malik, and Batool (2017) focused on the connection between leadership style and job satisfaction among teachers. The study identified a significant relationship between democratic leadership style and teachers’ job satisfaction. Even though they set their own operational goals and standards, the majority of head teachers employed democratic leadership to solicit constructive criticism from the teachers under their control. Joshua, Adamu, and Jigayi (2017) explored the relationship between headteachers’ leadership behavior and teachers’ job satisfaction. They discovered that head teachers’ acceptable leadership behavior revealed a positive perception of headteachers towards their teachers’ work when it was displayed at the proper moment and in the appropriate situation to recognize the decision-making process of supervisors. Arokiasamy, Abdullah, Ahmad, and Ismail (2016) found a moderate level of transformational leadership among headteachers, which was below satisfactory and significantly related to teachers’ job satisfaction. A study by Dutta and Sahney (2016) revealed no correlation between principal leadership behaviors and student achievement or teacher job satisfaction. They did notice that transformative leadership behaviors had a tangential impact on student achievement, teacher satisfaction, and school atmosphere. Meanwhile, Al-Mahdy, Al-Harthi, and Salah El-Din (2016) investigated teacher satisfaction levels and the impact of headteachers’ servant-leadership. Their research found a significant and favorable correlation between teacher satisfaction and the level of servant leadership exhibited by headteachers. However, depending on both variables of gender and school type, they also discovered significant differences in psychological and effective promotion and working conditions. According to Güngör (2016), there exists a negative correlation between all dimensions of servant leadership and job satisfaction of teachers. On the other hand, there was a positive association between ethical leadership and teachers’ satisfaction. This correlation grew as the amount of ethical leadership increased and reduced as the level of servant leadership increased. According to Nyenyembe, Maslowski, Nimrod, and Peter (2016), teachers reported higher levels of job satisfaction when they had close relationships with their headteachers, received mentorship from them, and felt that their headteachers were genuinely concerned about their welfare. In a study conducted by Hijazi, Kasim, and Daud (2017) focusing on higher education institutions in the United Arab Emirates, an investigation was carried out to examine the impact of leadership styles on employee satisfaction. The findings revealed a significant and positive relationship between a transformational administration style and employee satisfaction. This suggests that when leaders adopt a transformational approach, it has a beneficial effect on employee satisfaction levels. However, the study also discovered a significant and adverse link between teachers’ satisfaction with their jobs and the adoption of a transactional managerial style. This indicates that the transactional leadership style can have an adverse impact on the job satisfaction of teachers within higher education institutions. These findings underscore the significance of promoting transformational leadership practices to enhance employee satisfaction and well-being in the educational setting.

3.3 Teachers’ Job Satisfaction and Students’ Achievement

Teachers’ job satisfaction is significantly correlated with their students’ motivation. A greater amount of job satisfaction is linked to improved levels of student motivation (Hamedi & Ghonsooly, 2017). However, the study did not find a direct effect of teachers’ social capital on student motivation. In the study conducted by Dhull and Jain (2017), three key findings were identified. Initially, it was observed that female educators exhibited a greater inclination towards the teaching profession. Additionally, teachers who experienced higher levels of job satisfaction demonstrated a heightened interest in their chosen profession. Additionally, there was found to be a notable and favorable correlation between teachers’ overall job satisfaction and their teaching style. In a study conducted by Khazaei, Radin, and Anbarlou (2016), it was discovered that income, job satisfaction, needs satisfaction, and utilization patterns of various items were significantly related. These factors collectively accounted for 90% of the variation in teachers’ satisfaction. However, Iqbal, Aziz, Farooqi, and Ali (2016) failed to find any connection between student achievement and teacher satisfaction. However, they found significant positive correlations among all aspects of teachers’ satisfaction, except for pay and supervision. In particular, the study revealed a slight positive connection between job promotion, workplace social interactions, working circumstances, and supervision.

3.4 Improving Work Performance through Job Satisfaction, Teamwork, and Engagement

In a study of university teachers, a positive relationship was shown between their job satisfaction and work performance. Nevertheless, the study revealed no significant association between remuneration and job performance. On the other hand, among university academic staff, admiration emerged as the most significant determinant of job performance. The findings of this research underscore the significance of comprehending, preserving, and augmenting the satisfaction and performance of teachers within the university context. It is crucial to recognize that universities strive to impart knowledge and training to students, who hold patronizing aspirations of becoming proficient in their chosen disciplines. Consequently, prioritizing and nurturing the satisfaction and performance of teachers becomes paramount. By doing so, universities can ensure an environment conducive to effective knowledge transfer and skill development, thus fulfilling their core mission and meeting the high expectations of their students (Yee, 2018). A study performed by Chaaban and Du (2017) showed that the satisfaction of newly appointed teachers is influenced by three distinct levels: personal, interpersonal, and organizational. Teachers’ satisfaction is influenced by various factors related to their aspirations, self-efficacy beliefs, and the specific context within their schools. These elements collectively shape their overall satisfaction levels. Notably, a deep interest in the field of teaching itself, the ability to establish meaningful connections with students for both educational and supportive purposes, fostering positive relationships and support among colleagues, the presence of a stimulating and competitive environment, as well as recognition for their moral teaching and unwavering commitment, were identified as the primary sources of satisfaction for teachers. By recognizing and nurturing these factors, educational institutions can create an environment that promotes teacher satisfaction and, subsequently, enhances overall teaching effectiveness. On the other hand, a lack of administrative support, a refusal to provide constructive criticism, a high workload, a lack of autonomy, and a hierarchical policy environment can all contribute to teacher dissatisfaction.

These findings suggest the importance of understanding and addressing the multiple levels of teacher satisfaction to promote positive outcomes in the education system. Ekpenyong and Joseph (2017) found a correlation between teachers’ job satisfaction and students’ academic achievement in social studies. The findings of the study unveiled notable distinctions between satisfied and dissatisfied teachers, particularly concerning their evaluation of student performance and their own self-assessment. In a separate investigation carried out by Afshar and Doosti (2016) in Iran, several factors contributing to teacher dissatisfaction were identified. These included issues with interpersonal relationships, a lack of professional commitment, inadequate subject and teaching expertise, uneven attention given to different students, and general demotivation. By recognizing and addressing these underlying concerns, educational institutions can work towards cultivating an environment that promotes teacher satisfaction and ultimately enhances the quality of education. Another study by Ali, Dahie, and Ali (2016) established a significant correlation between job satisfaction, teacher motivation, and school performance. This relationship is influenced by both intrinsic and extrinsic factors. Furthermore, the studies revealed significant differences in how faculty and administrators viewed the value of job satisfaction and the kind of work itself. The main determinants of work satisfaction, level of education, job status, position, level of work commitment, and compensation were noted. Mbogo (2016) also found significant differences between faculty and administrative responsibilities, particularly in relation to promotion and opportunities. Teachers without administrative responsibilities demonstrated higher levels of satisfaction.

In a comprehensive study conducted by Hu, Cui, and Wang (2016), the focus was placed on exploring the subjective well-being of both headteachers and employees in primary and middle schools. Through their investigation, the researchers identified four key factors of job satisfaction that significantly influence subjective well-being. These factors include the presence of work-family conflict, the level of work engagement, the adequacy of salary or monthly pay, and the satisfaction derived from promotional opportunities within the professional realm. By recognizing and addressing these factors, educational institutions can take proactive steps toward promoting the overall well-being and job satisfaction of their teachers and staff members. Striking a balance among these four factors can enhance subjective well-being, which is regarded as a fundamental right of every employee within an organization.

3.5 Teachers’ Beliefs, Empowerment, and Job Satisfaction

A study investigated by You, Kim, and Lim (2017) showed that teacher job satisfaction is influenced by three significant factors: teacher self-efficacy, institutional characteristics, and a proactive personality. A teacher’s self-efficacy is defined as their confidence in their capacity to instruct their students successfully. Institutional characteristics encompass the academic climate, support from colleagues, and leadership provided by headteachers. On the other hand, a proactive personality reflects a trait characterized by the willingness to take initiative and actively contribute to transforming one’s environment. The study found that teachers with higher levels of self-efficacy, who work in supportive institutions with strong leadership, and who exhibit a proactive personality are more likely to experience job satisfaction. These results are consistent with earlier studies on the factors influencing teacher job satisfaction. In line with these findings, Li et al. (2017) discovered a positive association between a proactive personality and job satisfaction across various occupations, further supporting the importance of this personality trait. The study’s results indicate that interventions aimed at enhancing teacher self-efficacy, improving institutional characteristics, and fostering a proactive personality can also promote teacher job satisfaction. In a study conducted by Nyunt and Aung (2017), it was revealed that teacher self-efficacy exhibited notable variations based on several key factors. These factors include age, work experience, job title, and the level of parental involvement within their respective regions. The findings indicate that these factors play a significant role in shaping teachers’ decision-making processes and overall job satisfaction. By recognizing the influence of these factors, educational institutions and policymakers can develop targeted strategies to enhance teacher self-efficacy, promote effective decision-making, and ultimately contribute to higher levels of job satisfaction among educators. In a study of teachers, self-efficacy was found to be a significant predictor of job satisfaction. Teachers who had higher levels of self-efficacy were happier in their positions. This finding is consistent with other research, which has shown that self-efficacy is a significant aspect in job satisfaction across a variety of occupations. For instance, Hamidah, Mukhtar, and Karniati (2017) research revealed that a number of variables, such as person-organization fit, psychological commitment, satisfaction with work, and trust, directly impacted affective commitment. In particular, affective commitment was found to be influenced by person-organization fit, job satisfaction, and trust. Another study, carried out by Mocheche, Bosire, and Raburu (2017), determined a marginally positive relationship between teachers’ self-esteem and job satisfaction. This suggests that teachers with higher levels of self-esteem may be more satisfied with their jobs. Khany and Tazik (2016) noted that whereas trust had an indirect relationship with job satisfaction, psychological empowerment had a direct correlation. This suggests that teachers who feel empowered and have a sense of control over their work are more likely to be satisfied with their jobs. Hsing-Ming, Mei-Ju, and Ho-Tang (2016) found that perceived mismatch and perceived no-growth were the two most common factors leading to job dissatisfaction. They also found that perceived over-qualification was linked to lower job satisfaction. This suggests that teachers who feel like they are in the wrong job or who are not able to grow and develop in their jobs are more likely to be dissatisfied. Overall, the research suggests that a number of factors, including self-efficacy, self-esteem, psychological empowerment, trust, and perceived mismatch, can influence job satisfaction among teachers.

In a study conducted by Akkaya and Akyol (2016), it was found that teachers perceived their locus of control as being lower for internal factors as compared to other factors such as external factors and luck or faith. In contrast to external job satisfaction, teachers reported higher levels of internal job satisfaction. A study by Rastegar and Moradi (2016) found that there was no significant relationship between job satisfaction and self-efficacy among teachers. Additionally, the study revealed no significant association between the sense of efficacy and the spiritual well-being of the teachers. However, Van Dat (2016) found that all factors of participative decision-making had a significant positive influence on both teachers’ sense of efficacy and their job satisfaction.

3.6 Effects of Pay and Job Satisfaction on Mental Health

Teachers had a negative perception of compensation practices and services (Pepra-Mensah, 2017), but aspects of compensation, such as incentives, compensation, and benefits, were strongly associated with job satisfaction. Rastegar and Moradi (2016), on the other hand, discovered a significant inverse relationship between satisfaction with work and teachers’ mental health. Surprisingly, there was no connection between teachers’ perceptions of their effectiveness and their spiritual health. Interpersonal relationships, as a factor of the environment, showed an important relationship with teachers’ personal satisfaction and character strengths, according to Zhang, Wang, Liu, and Xu (2016). Furthermore, it was discovered that the caliber of teachers’ interpersonal relationships had an impact on their emotional health, job satisfaction, and personality traits like kindness and authenticity. Numerous factors, including irrelevant assignments, few opportunities for career advancement, career uncertainty, and anxiety towards their employer and job, have been linked to teachers’ job dissatisfaction. The added burden of multiple responsibilities and a lack of support from the school system resulted in stress and burnout, further decreasing job satisfaction and retention among teachers (Dos Santos, 2016). Yerdelen, Sungur, and Klassen (2016) conducted a study that found a negative impact of increasing weekly course hours and class size on teachers’ emotional well-being, resulting in higher levels of emotional exhaustion and reduced job satisfaction. The study, however, also emphasized the benefits of teaching experience for teachers’ professional well-being, involving job satisfaction and personal success. Furthermore, in the context of elementary science teachers in Turkey, it was reported that they exhibited a high level of personal achievement and satisfaction, while experiencing a comparatively lower level of emotional exhaustion.

Yuh and Choi (2017) conducted a study that emphasized the significance of support from directors and colleagues as the primary source of social support for teachers, playing a crucial role in influencing their job satisfaction. The study also showed that family support and administrator support both predicted teachers’ overall quality of life, with lifespan and marital status determining this relationship. Moreover, job satisfaction was found to be a key factor in maintaining the association between director support and quality of life. Onomuodeke, Uvie, Chukwuemeka, and Anthonia (2017) found a significant relationship between self-awareness, a component of emotional intelligence, and the job satisfaction of teachers. Emotional intelligence is a complex construct that encompasses the ability to perceive, understand, manage, and use emotions effectively. Teli and Baba (2017) found that emotional intelligence had a positive and significant impact on the job satisfaction of teachers, particularly on both intrinsic and extrinsic factors. Intrinsic factors include factors such as the satisfaction of working with students and the feeling of making a difference in the world. Extrinsic factors include factors such as salary and benefits. Singh and Kumar (2016) conducted a study that revealed a noteworthy positive relationship between EI and job satisfaction among teachers. The finding showed that emotional management and emotional maturity were strong predictors of job satisfaction, regardless of gender differences. On the other hand, Taziki, Taziki, Akbari, Saghafi, and Behnampour (2016) investigated the relationship between spiritual intelligence and job satisfaction among teachers and found that although spiritual intelligence had a direct effect on teachers’ lifestyle, it was not significantly associated with job satisfaction. Additionally, the study found that teachers had a good average level of job satisfaction, while their life satisfaction was reported to be moderate. The two types of work-family conflict, i.e., family-work conflict and work-family conflict, were negatively and associated with job satisfaction. However, teachers experienced more work‒family conflict than family-work conflict (Erdamar & Demirel, 2016).

3.7 Impact of the COVID-19 Pandemic and Digital Literacy

The COVID-19 pandemic has had a profound impact on the global educational landscape, necessitating the transition of teachers and students to an online teaching and learning format. This shift has posed significant challenges to teachers’ professional roles, career satisfaction, and digital literacy (Chinna et al., 2021; Kamaludin et al., 2020). Emerging evidence suggests that the outbreak of the pandemic has precipitated a fundamental transformation of the teacher’s proficient identity, resulting in an additional complex and nuanced understanding of their role in the context of remote teaching and learning (Perifanou, Economides, & Tzafilkou, 2021). As a result of widespread school closures, teachers have been required to meet higher quality standards in their online teaching practices (Campbell, 2020). It has been noted that teachers have had to adopt more comprehensive teaching practices to address the learning gaps ensuing from the COVID-19 epidemic, leading to the emergence of healing-informed teaching practices (Darling-Hammond & Hyler, 2020). Effective teacher professional roles are essential for high-achieving educational systems in both in-person and online teaching, as well as hybrid teaching in the future (Talidong & Toquero, 2020; Xue, Li, Li, & Shang, 2021). The pandemic has necessitated a rapid update and reinforcement of the role of teachers to meet the evolving needs of contemporary society. The professional role of teachers has undergone significant changes due to the pandemic, transitioning from traditional on-site teaching to online education and learning. In contrast to the student-centered method, the online education and learning process is predominantly teacher-led. Teachers are essential in keeping track of students’ academic progress and resolving any psychological or technological problems that may arise when they use online learning environments. Recent studies suggest that teachers need to exert a positive influence on students struggling with self-regulated learning skills, attention, and computer knowledge (Baloch et al., 2021; Li & Yu, 2022; Perifanou et al., 2021). In addition, students were found to be prone to experiencing depression or frustration when encountering challenges in remote learning, leading to doubts about their own learning ability. Teachers were expected to support students in adapting and to consider their psychological acceptance (Moorhouse & Kohnke, 2021). Several studies have shown that teachers’ satisfaction levels decreased rapidly, and they experienced mental exhaustion with the outbreak of the pandemic (Li & Yu, 2022). Although the transition to a hybrid model of teaching, combining in-person and remote instruction, could exacerbate teachers’ stress, which was strongly associated with changes, teachers continued to struggle with frustration, a sense of sudden failure, and depression (Khoshaim et al., 2020). Moreover, convenient learning management systems have been suggested to improve teacher satisfaction (Hussein, Ow, Ibrahim, & Mahmoud, 2021; Li & Yu, 2022; Nurunnabi et al., 2020). Several anonymous online questionnaires conducted in different countries, including Hong Kong, Portugal, and Iraq, have shown a decline in teacher satisfaction and well-being during the COVID-19 pandemic. Prior to the pandemic, teachers had a positive perception of their satisfaction levels, but it decreased due to stress and concerns about their future careers and teaching difficulties. Studies conducted in Australia indicated that teachers’ emotional situations were affected during the pandemic (Li & Yu, 2022). The pandemic has had a detrimental effect on teachers’ emotional satisfaction, which came from direct interactions with students in China, Japan, and America. While some studies reported lower satisfaction levels among female teachers, other studies have found no significant predictors affecting teacher satisfaction (de la Fuente et al., 2021). Despite some factors being beyond their control, numerous studies have shown a decline in teacher satisfaction levels with the COVID-19 outbreak.

4.1 Role of Mental Health for Teacher Job Satisfaction

For mental health to flourish, an appropriate balance between work and life must be maintained (Figure 2). Teachers are prone to experience satisfaction with their jobs and stronger mental health if they can draw clear lines between their personal and professional lives, set aside time for care for themselves, and participate in pursuits they enjoy while at work. Additionally, a positive work environment is essential for promoting the job happiness and mental health of teachers. This entails having co-workers and administrators who offer moral support, chances for collaboration, and tools to efficiently manage workload. Job satisfaction as well as mental health are also influenced by a supportive and welcoming school environment that values and appreciates teachers’ efforts. Job satisfaction and psychological wellness can be significantly impacted by having a sense of control and independence over decision-making processes, curriculum design, and teaching strategies. The greater levels of satisfaction with work and lower levels of stress are experienced by teachers who feel free to make independent decisions about their careers and have a say in how students are taught. For teachers to be happy in their jobs, they must have access to opportunities for growth and continuous professional development. Increased self-efficacy, competence, and confidence can be attained through ongoing learning and skill development, which will increase job satisfaction and a sense of professional fulfillment. For teachers’ job satisfaction and psychological well-being, fair and adequate pay is essential. Morale, incentive, and overall job satisfaction are all positively impacted when employees feel valued and recognized for their hard work through competitive salaries, rewards, and reward structures. For teachers to feel satisfied in their jobs, it is essential that there be clear and open lines of communication. Clear expectations, useful criticism, and possibilities for professional interaction and cooperation all improve teachers’ mental health and job satisfaction. It is crucial to give people access to resources for emotional and mental support, such as counseling services, employee assistance programs, and wellness programs. Teachers who are able to get the help they need and take care of their emotional wellness have a greater probability to be satisfied with their jobs and handle stress better. Positive effects on teacher job satisfaction are seen when teachers are recognized and appreciated by pupils, their families, and the larger community. The appreciation of teachers’ knowledge, commitment, and influence on students’ lives encourages a sense of academic pride and improves mental health in general.

Figure 2

Key component of mental health being.

4.2 Research Implications, Future Research Direction and Limitations

More research is needed to examine the connection between job satisfaction, well-being, and a higher sample size of participants (Rastegar & Moradi, 2016). There are several factors that influence teacher job satisfaction, including competitive salaries, timely promotions, improved working conditions, and access to professional development opportunities. It is necessary for institutions and policy-makers to address these factors to improve teacher job satisfaction, which ultimately leads to better student outcomes. The provision of a favorable working environment, current teaching aids, expertise, orientation, and training programs can also contribute to the overall job satisfaction of teachers. In addition, promoting job satisfaction and retention in the teaching profession can be achieved by implementing equal compensation policies and benefits for teachers across both public and private schools. Moreover, it is crucial to consider humanistic aspects of management, physical facilities, workload, and class size to enhance overall outcomes. Policymakers and administrators play a vital role in creating a positive organizational climate and providing support to teachers in their teaching practices. This can be achieved through various means, such as offering consultations, facilitating the sharing of experiences from exemplary teachers, engaging in feedback exchanges, conducting teaching observations, and encouraging practical experiences. Prioritizing these measures enables teachers to integrate themselves more effectively into their teaching roles. By addressing these factors, education stakeholders and policymakers can help to enhance the quality of schools and retain teachers’ job satisfaction, ultimately contributing to the success of the education system. Educational institutes should create a satisfying work environment to increase teachers’ commitment (Getahun et al., 2016). To enhance childcare teachers’ job satisfaction, childcare centers need better conditions (Kim & Yang, 2016). School leaders, supervisors, and government education officials should develop strategic plans to ensure a healthy working environment and teachers’ well-being (Werang et al., 2016). Managers should hold monthly meetings with employees, involve them in decision-making, and encourage supportive behavior to create a caring climate and establish clear regulations (Torabian & Davoudi, 2016). Headteachers should use a consultative leadership style to enhance teachers’ job satisfaction (Shahidi, 2017), including servant leadership behavior in their daily routine events (Afaq et al., 2017). Legislators should improve leadership training for headteachers based on the study findings and system and teacher needs analysis (Hamzah et al., 2017). To enhance job satisfaction within higher education organizations, leaders should prioritize understanding the needs of their stakeholders and recognize the significance of different leadership styles (Hijazi et al., 2017). Effective leadership should encompass both transformational and transactional styles, as they are crucial in addressing issues and fostering growth (Nyenyembe et al., 2016). In order to retain teachers, it is essential to establish strong selection criteria and regularly conduct refresher courses (Iqbal et al., 2016). Furthermore, recommendations have been made regarding the geographical location and nature of private institutions, highlighting the need for further research to explore both intrinsic and extrinsic factors that impact job satisfaction (Afshar & Doosti, 2016). Headteachers should encourage teacher participation in decision-making and be aware of how their behavior affects teachers (Joshua et al., 2017). The bond between administrators and teachers can be positively impacted by maintaining high leadership efficiency (Arokiasamy et al., 2016). Practices that raise student achievement levels should be adopted by school administrators (Dutta & Sahney, 2016). According to the study (Khazaei et al., 2016), providing adequate management and team support, raising salaries and bonuses, housing options, and land for building homes can all help teachers feel more satisfied with their jobs. When it comes to improving teacher job satisfaction, leaders should consider the psychological, sociological, and economic needs of stakeholders, as recommended by Tas (2017). Headteachers should encourage teachers’ active participation in decision-making processes and use their planning to promote cooperation and support, while also being aware of how their behavior affects teachers during their job. Maintaining high leadership performance can positively impact the relationship between headteachers and teachers, and school leaders should focus on implementing practices that improve student achievement levels. In higher education organizations, academic leaders and supervisors should understand the importance of different leadership styles to create a conducive and attractive workplace for employees. One suggestion is that teachers should be given more control over their own work. It was suggested that a larger sample size be used in the same study, accounting for variables like age, gender, and experience, to guarantee the reliability and validity of the findings (Rastegar & Moradi, 2016).

The limitations of this study are that many reviewed studies employed quantitative methods, limiting the understanding of individual experiences and the deeper meanings associated with employment satisfaction. Qualitative research can provide more insights into the subjective viewpoints of teachers. The generalization of some findings may be limited due to small sample sizes or specific circumstances. Further research with larger and more diverse samples is necessary for a broader application. The studies focused on self-reported measures of job satisfaction. Including objective measures, such as teacher retention rates or student performance outcomes, can provide a more comprehensive picture.