Teacher Job Satisfaction and Working Environment: A Systematic Review of Recent Studies

Abstract

Teacher job satisfaction is widely acknowledged as a cornerstone of educational effectiveness, influencing teacher retention, professional engagement, and student outcomes. This systematic review explored the role of the working environment in shaping teacher job satisfaction. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review synthesized evidence from 22 empirical studies published between 2019 and 2024. The findings reveal that satisfaction is closely linked to infrastructure, instructional resources, workload management, supervision, recognition, and staff welfare. Well-resourced schools with manageable workloads and supportive supervision were consistently associated with higher satisfaction, whereas resource shortages, authoritarian leadership, and limited recognition contributed to dissatisfaction. Recognition of individual and collective achievements, coupled with welfare initiatives addressing both financial and emotional needs, fostered loyalty and strengthened long-term professional commitment. These results suggest that improving the working environment is critical to sustaining motivated teachers and ensuring educational quality. The review calls for future research comparing different contexts to deepen understanding of how workplace conditions influence teacher satisfaction.