Work Satisfaction and Its Effect on Teachers’ Subjective Well-Being: Evidence from District Sialkot

Abstract

This study examines the relationship between work-related satisfaction and the subjective well-being of university instructors, investigating how elements like their overall life satisfaction, job performance and work satisfaction, economic situation satisfaction, and mental and emotional states affect their subjective well-being. For teachers to have high degree of subjective well-being, their working conditions are essential. The unique environment of Pakistani institutions has not received much attention in previous research; this study fills that gap by looking into. The study adopts a quantitative (deductive approach), cross-sectional research design, which uses the positivism paradigm, with a sample size of 261 teachers from GC Women's University and the University of Sialkot. A survey technique used for data collection by the primary resource tool (questionnaire). The findings showed that while happiness with general life did not emerge as a major predictor of subjective well-being, satisfaction with work and job performance, as well as satisfaction with the economic circumstances and emotional and mental states, did. These results emphasize the significance of promoting a supportive academic environment and providing teachers with autonomy in their work. The non-significant result of one variable is the novelty in this study, this result is based on different contexts and populations. Improving teachers’ well-being through supportive policies and practices can lead to more productive and effective educational environment.