ESP-4212

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2025-11-30

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Vol. 10 No. 11 (2025): published

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Research Articles

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Copyright (c) 2025 Faisal Amjad, Sarfraz Aslam

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How to Cite

Faisal Amjad, & Sarfraz Aslam. (2025). Unmasking job satisfaction among special education teachers from a social perspective. Environment and Social Psychology, 10(11), ESP-4212. https://doi.org/10.59429/esp.v10i11.4212

Unmasking job satisfaction among special education teachers from a social perspective

Faisal Amjad

Department of Special Education, Division of Education (DoE), University of Education, Township, Lahore, Punjab, 54770, Pakistan

Sarfraz Aslam

Faculty of Education and Humanities, UNITAR International University, Petaling Jaya, 47301, Malaysia


DOI: https://doi.org/10.59429/esp.v10i11.4212


Keywords: job satisfaction; special education teachers; working conditions; professional development

Abstract

Job satisfaction of special education teachers is an important issue influencing teacher retention, teaching quality and student achievement, especially considering the special needs of these special teachers. This study explores the main determinants of job satisfaction in the special education teachers in Pakistan concerning intrinsic motivation, institutional support, workload management, leadership, collaboration, and demographic variables. Based on the survey conducted on 300 teachers, the research concluded that job satisfaction attached to intrinsic motivation, professional pride, and teamwork was recorded on a high scale on average. Nonetheless, the level of satisfaction was lower with regard to administration support and access to resources. Through statistical analysis it was found that there were significant differences of job satisfaction in terms of the age, teaching experience, designation, educational level, grade level teaching and income but not on gender, institution type and school location. The most important factors to improve the level of job satisfaction and retention are positive leadership, realistic workloads, sufficient resources, and collegial support. The research suggests the idea of nurturing institutional support systems and collective working culture to enhance the motivation and welfare of teachers and, in turn, benefit students with special needs in Pakistan.

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