Experience and Job Satisfaction among Bachelor and Master Degree holder Head Teachers at Elementary Level in Pakistan

Abstract

The general intent of this descriptive study was twofold. First, the study was to measure general job satisfaction of
government elementary school head teachers in context of their qualification and experience. Secondly, the influence of the
head teachers’ qualification and experience on their job satisfaction was considered. Survey design was used to obtain needed
information. The head teachers working in government elementary schools at district Toba Tek Singh in the Punjab, Pakistan,
were asked to take part in the survey. The Urdu version of the modified Minnesota Satisfaction Questionnaire (MSQ) was used
as a research tool. The head teachers were generally satisfied with their positions and no job satisfaction differences among the
head teachers were found for degree status. The head teachers with minimum (less than 11 years) and maximum (more than 15
years), experience were found significantly more satisfied than the head teachers with medium (11-15 years) experience. As the
head teachers were found satisfied with their positions, therefore, policy makers and other concerned authorities should put forth
effort to either maintain this level of satisfaction or increase it to a higher level in order to promote positive perceptions for this
important position through an attachment of some more benefits to higher qualification. The results of the study show that head
teachers with medium experience were less satisfied than the head teachers with minimum and maximum experience; therefore,
it seems prudent therefore that government should make plans to enhance the level of job satisfaction of the medium
experienced head teachers. Studies on satisfaction to investigate more predictors to job satisfaction should be conducted with a
special focus on the reason why satisfaction increases with minimum and maximum experience while decreases with medium
experience.