Teacher Job Satisfaction and Institutional Management Practices in Private Senior Secondary Schools: A Structural Equation Modelling Approach

Abstract

The present study investigates the relationship between best management practices and teacher job satisfaction among senior secondary school teachers employed in private English-medium schools. The study was conducted using primary data collected from 396 teachers representing different school boards and institutional categories. Two structured questionnaires were used to assess teachers’ perceptions regarding management practices and job satisfaction dimensions. Statistical techniques including reliability analysis, descriptive statistics, ANOVA, correlation analysis, regression analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modelling (SEM) were employed to examine the multidimensional structure of management practices and teacher job satisfaction.
The findings reveal that leadership support, professional development opportunities, organizational support, recognition systems, and communication transparency significantly influence teachers’ workplace perceptions. Teachers reported high satisfaction with creativity in teaching, collegial relationships, and professional growth opportunities, whereas compensation and financial security emerged as comparatively weaker dimensions. EFA identified two dominant dimensions of management practices and five major dimensions of job satisfaction. CFA results demonstrated acceptable construct validity and model fit, while SEM findings confirmed the significant influence of leadership quality, organizational support, and recognition systems on overall teacher satisfaction.
The study further reveals that gender and school type significantly influence perceptions of management practices, whereas age, qualification, experience, and board affiliation do not demonstrate statistically significant differences. The findings contribute to educational management literature by highlighting the importance of supportive leadership, participative governance, recognition culture, and professional empowerment in improving teacher satisfaction and institutional effectiveness.