The Role of Job Satisfaction in Employee Retention among Senior

European Journal of Education and Learning, Vol.54, 2008 ISSN(paper)2668-3318 ISSN(online)2668-361X www.BellPress.org have been attributed to lack of facilities and teacher dissatisfaction. Another major issue that may be linked to the creation of awareness on issues of job satisfaction is the Single Spine Salary Scheme.

Basing on Ramsey’s (2000) account that career satisfaction is a dynamic construct which equates to how an individual feels about his or her job and is thus not likely to be same among persons, respondents were asked if they were individually satisfied with their work. In response, 30% of respondents answered in the affirmative while 49% of respondents answered in the negative. The remaining 21% indicated that they were partly satisfied with their jobs. Though it may seem alarming that as much as 49% of respondents were not satisfied with the jobs, this result is far more encouraging than results of other studies conducted in similar environments1 which produced higher percentages of teachers in rural areas not satisfied with their jobs. To provide a better understanding of their answers provided in relation to whether or not they were satisfied with their work, respondents were asked to identify what satisfied or dissatisfied them about their work. While Job satisfaction has been described as favourable or positive feelings about work or the work environment, job dissatisfaction has been conversely defined as unhappy or negative feelings about work or the work environment (Furnham, 1997).

Respondents who had earlier on indicated that they were satisfied with their work pointed out that the favourable or positive feelings about the work and work environment included the recognition and respect accorded to them by community members, imparting knowledge to children, opportunities for further development, the fact that they had relatively more time to pursue other activities because of their relatively flexible work schedules as well as the relatively low cost of living in their community. This is consistent with Dinham and Scott (2002) who identify international trends relating and pointing to the fact that teachers are most satisfied by matters intrinsic to the role of teaching: student achievement, helping students, positive relationships with students and others, self growth and so on.

On the other hand, respondents who were not satisfied with their work identified the factors that made them unhappy or led to negative feelings about their work and work environment as unfavourable government and Ghana Education service policies, their conditions of service and remuneration. The responses derived here are in line with the results of similar studies conducted by Sergiovanni (1967) and Dinham (1992). However, appear contradictory to Herzberg’s (1959) stance that factors that make teacher unsatisfied with their work have more to do with Psychological needs (the need to achieve and grow) than by physiological needs that can be fulfilled by money. Respondents who were partly satisfied in sum provided that though their work and work environment was not bad, they believed they could have gotten more favourable conditions of service in other professions. Others were satisfied with the work environment which in their view was conducive but were not satisfied with their work which they felt was under appreciated.

Interestingly, in answering why they were satisfied or dissatisfied with the factors identified above, two contrasting opinions were held by respondents. While respondents who were satisfied believed that given the current circumstances, the educational sector was doing its best to motivate teachers and all efforts were being made to further enhance the sector, the greater portion of respondents believed that they partial or full dissatisfaction stemmed from the fact that little was being done for teachers in comparison to other professionals though they believed that the government and other stakeholders were in a position to enhance job 16