Comparative study on Job satisfaction between teachers in government and non-governmental Junior secondary schools in Monze urban district, Southern province, Zambia.

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Chiwoya, Alvin
Daka, Harrison
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International Journal of Research and Innovation in Social Science
The study compared job satisfaction of teachers in government and non-governmental junior secondary schools in Monze Urban District of Southern Province, Zambia. A descriptive research design was used for the study. The sample comprised of 90 teachers that were randomly selected using simple random sampling technique from the nine junior secondary schools. Ten (10) teachers were selected per school and this brought the total study sample to ninety (n=90). Data collected was analysed using SPSS version 23. From the research findings, it was evident that teachers were satisfied with the work itself, working relationship, supervision and the working environment but were not satisfied with the incentive pay and the working conditions. The study also showed a significant difference in job satisfaction between teachers in government and private schools with respect to work itself and supervision, and between teachers in government and mission schools with respect to working relationship. It was therefore recommended that the Ministry of General Education, District Education Boards, school proprietors and managers ensure that fringe benefits such as housing allowance, transport allowance, beneficiary tuition allowance and working conditions are improved in order to enhance job satisfaction of teachers.
In order for the teachers to provide quality teaching, there is need to meet their needs by improving their working conditions so as to enhance job satisfaction.
Quality of Education, Job satisfaction, Government schools, Non – governmental School
48. Chiwoya, A and Daka, H. (2022). Comparative Study on Job Satisfaction Between Teachers in Government and Non-Governmental Junior Secondary Schools in Monze Urban District, Southern Province, Zambia. International Journal of Research and Innovation in Social Science, 6 (6), 895 – 901.