Status of Job Satisfaction among Community School Teachers

Laxmi Nepal; Govinda Prasad Gaire; Eknaran Paudel

doi:10.36948/ijfmr.2026.v08i03.77306

Status of Job Satisfaction among Community School Teachers

Author(s)	Ms. Laxmi Nepal, Mr. Govinda Prasad Gaire, Mr. Eknaran Paudel
Country	Nepal
Abstract	Teachers play a vital role in shaping the intellectual and moral foundation of society, particularly in community schools of Nepal, where they often work under challenging conditions. This study entitled “Status of Job Satisfaction among Community School Teachers” aims to assess the level of job satisfaction among basic-level teachers and examine its relationship with selected demographic and professional variables such as gender, age, marital status, qualification, teaching experience, job role, and employment type. The study was conducted among 114 basic-level teachers working in community schools of Myagde Rural Municipality, Tanahun District. A mixed-method, cross-sectional analytical design was adopted, employing both quantitative and qualitative approaches. Data were collected through a structured questionnaire developed after an extensive literature review and pre-testing for validity and reliability. The collected data were analyzed using SPSS Version 20, employing both descriptive and inferential statistics. Chi-square tests were used to determine associations between job satisfaction and independent variables, with a significance level set at p < 0.05. Findings revealed that 57.9% of teachers reported a high level of job satisfaction, while 42.1% expressed low satisfaction, indicating a moderately positive overall outlook. Among the variables analyzed, employment type was the only factor showing a statistically significant association with job satisfaction (p = 0.007), with 70.9% of permanent teachers reporting higher satisfaction compared to 45.8% of temporary teachers. Other factors such as age, gender, marital status, teaching experience, qualification, and job role showed no significant associations, although certain trends were observed. The study concludes that job security, reflected through permanent employment status, is the most influential determinant of teacher satisfaction in community schools. This finding aligns with Maslow’s hierarchy of needs theory (1943), emphasizing the importance of fulfilling safety and stability needs for motivation and satisfaction. The research suggests that ensuring permanent positions, enhancing professional development opportunities, improving working conditions, and offering fair compensation can significantly improve teacher satisfaction and, consequently, the quality of education in Nepal’s community schools.
Keywords	Job satisfaction, community school teachers, employment type, teacher motivation, Myagde Rural Municipality, Nepal
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-05
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.77306

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Status of Job Satisfaction among Community School Teachers

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