PSYCHOSOCIAL PREDICTORS OF JOB SATISFACTION AMONG SCHOOL TEACHERS: THE INTERPLAY OF LEADERSHIP AND WORKPLACE DEVIANCE IN THE PAKISTANI CONTEXT
Keywords:
Job Satisfaction, Authoritative Leadership, Deviant Workplace Behavior, School Teachers, PakistanAbstract
The educational landscape of Pakistan faces a critical challenge regarding teacher retention and quality, often attributed to resource constraints and administrative instability. However, empirical evidence suggests that the psychosocial environment, specifically the "human element" of management, plays a decisive role in teacher well-being. This study investigates the psychosocial predictors of job satisfaction among school teachers (N = 300) in Faisalabad and Lahore, specifically examining the impact of Authoritative Leadership style and Deviant Workplace Behavior. Grounded in Self-Determination Theory (SDT) and Social Exchange Theory (SET), the research posits that supportive leadership acts as a resource enhancing satisfaction, while workplace deviance acts as a stressor eroding it.
Using a quantitative, predictive correlational design, data was analyzed using Pearson correlation and multiple linear regression. Results indicate a significant positive relationship between Authoritative Leadership and Job Satisfaction (r = .55) and a significant negative relationship between Deviant Workplace Behavior and Job Satisfaction (r = -.49). The regression model explains 40% of the variance in job satisfaction (R2 = .40), identifying Authoritative Leadership as a robust positive predictor (β = .56) and Deviant Workplace Behavior as a significant negative predictor (β = -.38). The findings suggest that in the Pakistani context, democratic leadership buffers workplace stress, highlighting the urgent need for leadership training and zero-tolerance policies regarding workplace incivility.
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Copyright (c) 2025 Hiba Khalid, Dr. Arooj Zahra Rizvi (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
