ABSTRACT
The study determined the job satisfaction of teachers assigned in far-flung schools during the school year 2025–2026 as a basis for policy recommendation. It was found out that teachers in far flung schools consider contentment with teaching as a career by witnessing learners progress, professional growth, and financial stability. It was also found out that they experienced meaningfulness and purpose of their work in far flung schools by witnessing a class grow into a supportive learning community, learners’ aspiration for professional growth, and developing positive values and attitudes. Teachers experienced enthusiasm for their job in far flung schools by shaping future citizens through learning, observing learners’ motivation and engagement, and teaching as a passion. It was found out that their sources of inspiration in far-flung schools were through observing learners’ courage and confidence, commitment to service and nation, and learners’ motivation to learn. Teachers in far flung schools feel and experienced pride of being a teacher through alumni success as inspiration, expression of gratitude from former learners, and contribution to learners’ achievement.
Keywords: Teachers’ Job Satisfaction, Far-Flung Schools, Policy Recommendation
INTRODUCTION
The teacher's contribution is the most singular influence in an education system, and the most important in the quality of learning. The educational continuum is managed by the level of their receptivity and initiative. An equipped and self-fulfilled teacher reign supreme. A teacher has always been the fulcrum of the education system.
The McClelland & Porter Theory states that a teacher's job satisfaction is the emotional and mental evaluation of their position, duties, and working conditions, and of how content and fulfilled they are in their profession. (Tria, 2023). A teacher’s job satisfaction is an important aspect of her well-being, because satisfied teachers tend to be more self-motivated and more committed and involved in classroom activities, which tends to improve the quality of teaching and the quality of students' learning (Ker et al., 2022). Shredof (2022) describes the factors that positively influence the working conditions of school practitioners, and the factors that are most likely to clarify their working conditions, are: school climate, the presence of support from the principal, an acceptable workload, opportunities for professional development, positive collegial relationships, and recognition of teacher's work (Soe & Alegado, 2024).
The encouraging and positive environment of a school that displays effective communication, leadership, and mutual respect increases the job satisfaction of teachers, while the environment with lack of poor working conditions, absence of administrative support, and an increase in job demands negatively impacts job satisfaction and increases burnout (Ker et al., 2022). In addition, teachers who are highly satisfied with their jobs are more likely to stay in the profession, become more resilient to the challenges that may arise, and participate more in activities that help to improve the school, thereby decreasing the turnover rate and increasing the stability of the school (Tria, 2023). Therefore, the job satisfaction of teachers is something that educators and policymakers should prioritize in working on improving the retention rate of teachers, their professional satisfaction, and the quality of education that is sustainable (Soe & Alegado, 2024). Recent studies show that external factors like school leadership, working conditions, and community support are instrumental in determining job satisfaction (Zhang et al., 2024). These factors often trump even the intrinsic motivated factors like the love for teaching, especially in remote areas, where teachers are often in isolated areas, and their roles are important; internal factors like a teacher’s sense of purpose, resilience, and their perceived impact on the learners they teach are important (Liu et al., 2022). In areas where the institutional support is weak, combined with a lack of incentives, prolonged exposure to these challenges may lead to both a psychological increase in stress and burnout, and a real increase in the intention to leave the profession. Therefore, analyzing job satisfaction in remote schools is vital to gain an understanding of the impact of isolated areas, to improve the conditions and support frameworks for improving teacher retention and the quality of education (Zhang et al., 2024).
Teachers’ job satisfaction is gauged by the responses to five statements spanning teachers' emotions and drives regarding their profession, operationalized by positive career and job sentiment, emotional job meaning and purpose, job eagerness, inspirational drive, and teaching pride. (Organization for Economic Co-operation and Development [OECD], 2021).
This research aims to evaluate the current job satisfaction of teachers to understand the factors affecting it, which will be the basis for developing focused intervention strategies to improve teachers’ well-being and the quality of education in remote areas.
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