The Relationship Between Classroom Management and Job Satisfaction in School Teachers: The Mediating Role of Feedback-Seeking Behavior
DOI:
https://doi.org/10.55737/tk/2k25d.44157Keywords:
Classroom Management, Feedback-Seeking Behavior, Job Satisfaction, TeachersAbstract
In order to close the gap in the research and provide useful implications, the study sought to determine the mediating function of feedback-seeking behavior between predictive classroom management and job satisfaction among Pakistani instructors. A purposive sample and a cross-sectional correlational research design were used in the study to gather data from teachers who had at least one year of experience and were at least eighteen years old, and who must possess an intermediate qualification and currently be teaching in either private or public schools of Karachi, Islamabad, and Lahore. The standardized instruments were utilized to measure the variables. The authors approached 150 participants, out of which 102 participants completed the questionnaire, and the others withdrew. The findings depict significant relationships between variables, i.e., classroom management, feedback-seeking behavior, and job satisfaction. Furthermore, feedback-seeking behavior partially mediates the relationship between classroom management and job satisfaction. These findings suggest that educational policymakers should come up with an integrated, structured mentoring and peer-feedback mechanism in school systems to enhance competence, motivation, and overall job satisfaction in teachers.
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