ABSTRACT

This study investigated the influence of job satisfaction on the teaching effectiveness of English language teachers in senior secondary schools within the Egor Local Government Area of Edo State. The research aims to identify and analyze the factors contributing to job satisfaction, examined the impact of job satisfaction on teaching effectiveness, and explored how sex and years of teaching experience affect job satisfaction levels.

Adopting a descriptive survey research design, the study involved 40 English language teachers selected from four government-owned senior secondary schools through stratified sampling. Data was collected using a Likert scale questionnaire and analyzed using frequency counts, percentages, mean, and standard deviation.

Key findings revealed that a supportive work environment significantly enhances job satisfaction among teachers, highlighting the importance of fostering positivity and support within schools. Monetary compensation alone is insufficient for job satisfaction; non-financial factors such as recognition and appreciation from school administration play crucial roles. Interestingly, workload has minimal impact on job satisfaction compared to other factors. The study also showed a strong correlation between job satisfaction and teaching effectiveness, emphasizing that higher satisfaction levels lead to greater motivation and commitment in the classroom. Additionally, while gender-related factors have a significant influence, years of teaching experience also shape job satisfaction but are not the sole determinants.Recommendations include promoting professional development, creating supportive work environments, implementing non-financial incentives, and balancing workload reduction with other satisfaction-enhancing strategies. These initiatives are essential for improving teacher morale, motivation, and ultimately, the quality of education in secondary schools.