Association between Job Satisfaction, Role Conflict, and Role Ambiguity among Elementary School Teachers: A Cross-Sectional Study

Association between Job Satisfaction, Role Conflict, and Role Ambiguity among Elementary School Teachers: A Cross-Sectional Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Association between Job Satisfaction, Role Conflict, and Role Ambiguity among Elementary School Teachers: A Cross-Sectional Study Elnaz Asghari, Farnaz Rahmani This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8548997/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract Background The teaching profession is highly demanding, requiring high levels of emotional and psychological well-being. To help teachers cope with their job challenges, it is critical to recognize their signs of dissatisfaction at work and provide the necessary support. This study aimed to investigate the level of job satisfaction and identify associated factors among elementary school teachers. Methods A cross-sectional study with multistage cluster sampling was conducted among elementary school teachers in Tabriz, Iran. From each of the 11 selected schools (both public and private), 470 elementary teachers were eligible to participate in the study. Data were collected using validated questionnaires: the Minnesota Satisfaction Questionnaire (MSQ) for job satisfaction and the Role Conflict and Ambiguity (RCA) scale. Descriptive statistics, Pearson’s correlation coefficient, and multiple linear regression were used to examine relationships among variables and identify significant predictors of job satisfaction. Elementary school teaching demands significant emotional and psychological well-being. Recognizing and addressing teacher dissatisfaction is crucial. This study investigated job satisfaction and associated factors among elementary teachers in Tabriz, Iran. A cross-sectional study using multistage cluster sampling was conducted with 470 teachers from 11 schools (public and private). Data were collected via the Minnesota Satisfaction Questionnaire (MSQ) and the Role Conflict and Ambiguity (RCA) scale. Descriptive statistics, Pearson’s correlation, and multiple linear regression were used to analyze relationships and identify predictors of job satisfaction. Results More than half (54.2%) reported low job satisfaction. Job satisfaction showed significant negative correlations with both role conflict (r = − 0.49, p < 0.001) and role ambiguity (r = − 0.47, p < 0.001). The multiple linear regression model accounted for 29.1% of the variance in job satisfaction (adjusted R² = 0.291, F = 53.734, p < 0.001). Higher levels of role conflict (β = − 3.621, p < 0.001) and role ambiguity (β = − 4.472, p < 0.001), greater teaching experience (β = − 3.831, p < 0.01), and insufficient family income (β = − 4.512, p < 0.001) were significant predictors of lower job satisfaction. Conversely, teaching in a public school (β = 4.312, p < 0.01) and being female (β = 3.273, p < 0.01) were associated with higher job satisfaction. Conclusion The study finds high levels of job dissatisfaction among elementary school teachers in Tabriz, closely linked to role conflict, role ambiguity, and socioeconomic factors. These Job satisfaction Role conflict Role ambiguity Elementary school teachers Teacher well-being INTRODUCTION The teaching profession plays a vital and demanding role in shaping individual lives and societal progress ( 1 ). Teachers, particularly at the elementary level, carry the crucial responsibility of nurturing young minds and teaching foundational skills ( 2 ). Success in this mission requires a teacher to maintain a sufficient level of emotional and psychological well-being, along with high motivation and commitment ( 3 ). Job satisfaction is a key indicator in this context, influencing not only the retention and stability of a qualified teaching workforce ( 4 , 5 ) but also serving as a determining factor in creating a supportive learning environment, quality teacher-student interaction, and ultimately, student academic achievement and well-being ( 6 , 7 ). However, reports suggest that elementary teachers' job satisfaction may be uniquely challenged by the specific demands of this level—including managing young children, high workloads, and multifaceted expectations—potentially placing it at a lower level compared to teachers in higher grades ( 8 ). From the perspective of role theory, two significant organizational factors that can systematically undermine job satisfaction are role conflict and role ambiguity ( 9 ). Role conflict occurs when a teacher faces incompatible demands or expectations from various stakeholders, such as parents, administrators, and curriculum mandates, for instance, juggling the duty to deliver academic content with providing comprehensive emotional support ( 10 ). Conversely, role ambiguity refers to a lack of clarity regarding job responsibilities, objectives, or performance standards, such as when instructional policies or evaluation criteria are not adequately communicated to the teacher ( 11 ). These two factors often lead to increased stress, professional burnout, and reduced teacher efficacy ( 12 , 13 ). This situation not only jeopardizes the teacher's professional health but also harms the student learning environment by diminishing teaching quality and classroom engagement ( 14 , 15 ). A supportive school environment—characterized by administrative support, clear communication, and a collaborative culture—can help mitigate these stressors ( 16 , 17 ). Despite a clear understanding of the importance of teacher job satisfaction and the detrimental effects of role conflict and ambiguity, a clear research gap remains regarding the simultaneous, systematic examination of the relationships among these three variables among elementary school teachers in Tabriz. Most existing studies have either addressed general aspects of job satisfaction or explored these concepts in other educational contexts. Therefore, the primary objective of this study is to determine the level of job satisfaction and investigate its association with levels of role conflict and role ambiguity among elementary school teachers. Understanding these relationships can pave the way for developing practical strategies to clarify expectations, reduce conflicts, and ultimately enhance the job satisfaction of elementary teachers. The outcome will be the retention of an experienced workforce and the assurance of better educational quality for students. The objectives of this study were 1) determine the relationships between elementary school teachers' job satisfaction, role conflict, and role ambiguity, and 2) to determine the relationships between socio-demographic variables and job satisfaction among elementary school teachers, and to determine the work-related characteristics and job satisfaction among elementary school teachers. METHODS Study design The study employed an analytical, observational, cross-sectional design to investigate job satisfaction and its associated factors among elementary school teachers. The study adhered to the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology, see supplementary file) guidelines for reporting. 17 Study setting This cross-sectional study was conducted in Tabriz, Iran. The target population comprised full-time teachers employed in public and private elementary schools in the city. The Tabriz elementary education system is organized into three sequential levels based on student age: kindergarten (entry at age 5), primary (entry at age 6), and intermediate (entry at age 11). These levels correspond to distinct curricular and developmental stages. In this context, public schools are state-funded and tuition-free, whereas private schools operate independently. Participants Eligible participants were full-time elementary school teachers in Tabriz with at least one year of teaching experience and no self-reported history of psychiatric illness. A multi-stage cluster random sampling method was used. First, three of the five educational districts in Tabriz were randomly selected. Within these districts, elementary schools were listed and randomly chosen using a random number generator in Excel. Then, from each selected school, eligible teachers were assigned random numbers, and a simple random sample was drawn from each school's list to participate. The final sample size was set at 470 to account for the design effect and potential non-response, aiming for adequate statistical power. Data collection occurred from October 2022 to February 2023. Incomplete questionnaires (n = 20) were excluded from the final analysis. Measurement Data were collected using a self-administered questionnaire comprising three sections: socio-demographic and work-related items, the Minnesota Satisfaction Questionnaire (MSQ) ( 18 ) and the Role Conflict and Ambiguity (RCA) scale ( 19 ). Both standardized instruments are publicly accessible. 1. Socio-demographic and Work-related Questionnaire This section was developed based on a review of the literature related to teachers' occupational well-being. It included items on age, gender, work experience, teaching level (kindergarten, primary, or intermediate), school type (public or private), and self-rated family income status (categorized as poor, fair, or good based on the participant's evaluation of income against expenses). 3. Minnesota Satisfaction Questionnaire (MSQ) Job satisfaction was assessed using the 19-item short form of the MSQ, developed by Weiss et al. ( 18 ). This instrument measures overall job satisfaction on a 5-point Likert scale (1 = "very dissatisfied" to 5 = "very satisfied"), with higher scores indicating greater satisfaction. The scale yields a total score that can be interpreted as: 19–38 (poor satisfaction), 39–57 (moderate satisfaction), and 58–95 (very good satisfaction). In previous studies, the MSQ has demonstrated good reliability, with Cronbach's alpha coefficients ranging from 0.75 to 0.86 ( 20 , 21 ). In the present study, Cronbach's alpha was 0.86. 3. Role Conflict and Ambiguity (RCA) Scale Role conflict and ambiguity were measured using the 14-item RCA scale developed by Rizzo et al. ( 19 ). The scale comprises two subscales: role conflict (8 items) and role ambiguity (6 items). Responses were recorded on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), with higher scores indicating greater conflict or ambiguity. The RCA scale is widely used, having been employed in approximately 85% of studies examining these constructs, and it has established validity and reliability ( 22 ). For this study, the RCA scale was translated into Persian by a professional translator and then back-translated into English by an independent translator to ensure conceptual equivalence. Content validity was assessed by a panel of ten educational psychologists, educational specialists, and educational administrators using Lawshe’s method ( 23 ). The content validity ratio (CVR) was 0.82, and the content validity index (CVI) was 0.87, both exceeding the acceptable thresholds of 0.62 and 0.79, respectively. Internal consistency reliability was excellent, with Cronbach's alpha of 0.83 for the total scale. Study size To calculate the sample size, a pilot study was first conducted with 30 eligible teachers. The results from these teachers were excluded from the final analysis because of the sampling methods used. Data from the pilot were analyzed using G Power software, applying a 95% confidence interval, 80% power, α = 0.05, β = 0.2, and r = 0.26. This yielded a sample size of 285 teachers. This figure was then multiplied by a design effect of 1.5 (285 × 1.5 = 427.5) to account for cluster sampling. However, considering the possible missing data of 10%, the required sample size was increased to 470 teachers. With a response rate of 95.7%, the final sample included 470 participants. Data Analysis Data were analyzed using IBM SPSS Statistics for Windows, Version 23.0. Descriptive statistics were computed for all variables, presented as frequencies and percentages for categorical data and as means with standard deviations (SD) for continuous data. The normality of the distribution for the main continuous variables (MSQ and RCA scores) was confirmed, with absolute values of skewness and kurtosis indices below 2.24 Bivariate analyses were performed to examine associations. Independent samples t-tests were used to compare mean scores between two independent groups (e.g., gender), and one-way Analysis of Variance (ANOVA) was used for comparisons across more than two groups (e.g., teaching level). Pearson's correlation coefficient was calculated to assess the linear relationships between continuous variables, such as age, job satisfaction, role conflict, and role ambiguity. A multiple linear regression analysis was conducted to identify significant predictors of job satisfaction. Variables that showed a significant association (p < 0.05) with job satisfaction in univariate analyses—including age, gender, work experience, family income status, school type, role conflict, and role ambiguity—were included in the regression model. Categorical predictors with more than two categories were dummy-coded before inclusion. All standard linear regression assumptions (linearity, normality, independence, and homoscedasticity of residuals) were evaluated and met. Multicollinearity was assessed using tolerance and Variance Inflation Factor (VIF) statistics, and values were within acceptable limits. The threshold for statistical significance was set at p and 0.05 for all analyses. RESULTS Demographic characteristics The mean age of the 470 participants was 35.3 years (SD = 9.2), with a mean work experience of 10.2 years (SD = 3.9). The majority of participants were female (69.4%). Approximately half of the teachers reported a "poor" family income status (50.2%), and most taught at the intermediate level (46.4%) or in public schools (58.3%). Detailed characteristics are presented in Table 1. Table 1 Distribution of socio-demographic characteristics and work-related factors (n = 470) Teachers’ characteristics n (%) Age (years) Mean (SD) 35.3 ± 9.2 Gender Male 144 (30.6) Female 326 (69.4) Family income status Poor 236 (50.2) Fair 158 (33.6) Good 76 (16.2) Work experience Mean (SD) 10.2 ± 3.9 ≤ 10 249 (53.0) > 10 221 (47.0) Teaching level Kindergarten (Year 5) 123 (27.2) Primary level (Year 6) 129 (27.4) Intermediate level (7–11 years) 218 (46.4) School type Public 274 (58.3) Private 196 (41.7) Job satisfaction by socio-demographic variables and work-related characteristics More than half of the teachers (54.2%) reported low job satisfaction. In bivariate analyses, job satisfaction showed a significant negative correlation with work experience (r = -0.40, p = 0.01). Female teachers reported significantly higher job satisfaction than male teachers (51.4 ± 9.3 vs. 32.1 ± 8.2, p = 0.001). Job satisfaction also differed significantly by perceived family income status (p = 0.001), with teachers reporting income as "good" (i.e., expenditure 0.05). These results are presented in Table 2. Table 2 Mean job satisfaction scores according to socio-demographic and work-related factors (n = 470) Variables Mean ± SD Test* Age (years) 35.3 ± 9.2 r = 0.03 df** = 467 p = 0.9 Gender Male 32.1 ± 8.2 t = 3.4 df = 452 p = 0.001 Female 51.4 ± 9.3 Family income status Expenditure > earnings 34.8 ± 9.6 F = 5.9 df = 2 p = 0.001 Expenditure = earnings 44.6 ± 10.3 Expenditure < earnings 53.2 ± 10.7 Work experience 10.2 ± 3.9 r =-0.4 df = 390 p = 0.01 Teaching level Kindergarten (Year 5) 39.3 ± 7.8 F = 1.9 df = 2 p = 0.07 Primary level (Year 6) 42.2 ± 7.6 Intermediate level (7–11 years) 44.4 ± 1.9 School type Public 51.4 ± 10.7 t = 1.2 df = 467 p = 0.06 Private 49.3 ± 10.3 * r: Pearson correlation coefficient test; t: Independent t-test; F: ANOVA test, ** df: degree of freedom Among the participants, 54.2% reported experiencing low job satisfaction. The mean (SD) of the teacher role conflict was 29.3 ± 7.4 (range, 1–40, with higher scores indicating greater role conflict). The teachers’ role ambiguity scores had a mean of 19.3 ± 4.1 (range, 1–30), where higher scores indicate greater role ambiguity. Table 3 Pearson correlations between job satisfaction, role conflict, and role ambiguity (n = 470). Variables Role conflict Role ambiguity Job satisfaction − 0.49 -0.47 The results of the Pearson correlation coefficient tests revealed a significant, moderate negative correlation between teachers’ job satisfaction scores and role conflict (r = -0.49; p < 0.001). Additionally, a statistically significant moderate negative correlation was found between teachers’ job satisfaction and role ambiguity scores, with a correlation coefficient of r = − 0.47 (p < 0.001) (Table 3). Predictors of Job Satisfaction: Multiple Linear Regression A multiple linear regression model, incorporating variables significant in bivariate analyses, explained 29.1% of the variance in job satisfaction (Adjusted R² = 0.291, F = 53.734, p < 0.001). Significant independent predictors of higher job satisfaction were: being female (β = 3.273, p < 0.01), teaching in a public school (β = 4.312, p < 0.01), and reporting a balanced family income (expenditure = earnings; β = 2.623, p < 0.001). Significant predictors of lower job satisfaction were: greater work experience (β = -3.831, p earnings; β = -4.512, p < 0.001), and higher levels of role conflict (β = -3.621, p < 0.001) and role ambiguity (β = -4.472, p < 0.001). The full regression results are presented in Table 4. Table 4 Multiple linear regression analysis for predictors of job satisfaction (n = 470). Predictors Unstandardized Coefficients (β) Std. Error Standardized Coefficients (Beta) t 95% (CI) Gender (Reference: Male) Female 3.273 2.70 0.191 3.479** (2.231 to 4.784) School type (Reference: Private) Public 4.312 2.94 0.151 2.412** (3.782 to 5.219) Work experience − 3.831 2.13 0.171 -2.731** (-4.512 to -2.349) Family income status (Reference: Expenditure earnings − 4.512 3.17 0.184 3.451*** (-5.749 to -3.119) Role conflict -3.621 3.62 -0.145 2.431*** (-5.945 to -3.314) Role ambiguity -4.472 4.84 -0.711 3.712*** (3.521 to 5.872) * p < 0.05, **p < 0.01, ***p < 0.001 F = 53.734, p < .001; R = 0.543 R 2 = 0.294; Adjusted R 2 = 29.1%. DISCUSSION This study assessed the prevalence of job satisfaction and its association with teachers’ role conflict and role ambiguity, as well as their demographic and work-related factors, among elementary school teachers. To our knowledge, this is the first study to evaluate job satisfaction and its related factors among Tabriz elementary school teachers. The findings of this study provide a nuanced understanding of job satisfaction and its determinants among elementary school teachers in Tabriz, Iran. The high proportion of teachers (54.2%) reporting low job satisfaction is a cause for concern. It aligns with global trends indicating significant well-being challenges within the teaching profession, particularly at the elementary level ( 8 , 25 ). This prevalence underscores the urgent need for targeted, systemic interventions from educational authorities and policymakers to immediately improve the working conditions and professional lives of educators, who play a pivotal role in shaping future generations ( 26 ). The strong negative link between role conflict and job satisfaction, as reported in the study's findings, clearly supports existing role theory and empirical evidence ( 9 , 22 , 27 ). Elementary school teachers often find themselves torn between the demands of administrators, parents, students, and curricular standards.8 The need to be a disciplinarian, a nurturer, an academic instructor, and an administrative officer simultaneously creates considerable psychological strain. This conflict causes frustration, stress, and ultimately, a reduced sense of achievement and satisfaction ( 28 ). The conflicting demands from administrators, parents, and students, coupled with a lack of clarity regarding expectations and responsibilities, appear to be a primary source of dissatisfaction. This suggests that when teachers are caught between competing priorities—such as achieving academic standards while providing emotional support- their professional fulfillment is significantly diminished ( 10 , 29 , 30 ). The study revealed that increased role ambiguity among participants was associated with decreased job satisfaction, a finding that aligns with previous research indicating that unclear role definitions are a significant contributor to teacher dissatisfaction ( 11 , 31 ). Role theory ( 9 ) helps explain this strong negative link. Role ambiguity arises from a lack of clear and consistent information regarding job duties, expectations, and evaluation methods ( 27 ). In education, this means that teachers are often unsure about curriculum requirements, grading, instructional principles, or duties beyond their teaching responsibilities ( 32 ). A study by Padmanabhan et al. found that role ambiguity is one of the most consistent predictors of job dissatisfaction among teachers. Their findings established that ambiguity leads to psychological strain, which directly diminishes satisfaction ( 11 ). The results suggest that when elementary school teachers face this uncertainty, it is a major psychosocial stressor that lowers their professional fulfillment. Another study by Liu and Ramsey on teachers in China found that role ambiguity, caused by unclear policies and inconsistent administrative direction, led to burnout and low job satisfaction ( 33 ). This shows that, despite differences in education systems and cultures, the need for clarity and defined expectations is a universal factor in job satisfaction ( 34 ). Demographic and work-related factors identified significant predictors of job satisfaction. The high satisfaction among female teachers, particularly those with less experience (< 10 years), and those with high income status, challenges some conventional assumptions. It may be specific to the Iranian context. In contrast to our findings, prior studies have yielded mixed results on gender differences in teacher job satisfaction. Research suggests that female teachers report slightly higher job satisfaction due to their intrinsic motivation and commitment to relationships ( 35 ). This may relate to stronger interpersonal skills, which support relationships with students and colleagues ( 3 , 36 ). Female teachers may also align more closely with the nurturing and supportive aspects of teaching ( 37 ), which contributes to their job satisfaction. Effective work-life balance management may further influence their satisfaction ( 35 ). However, other studies have not found any significant differences between genders. While these factors may explain gender differences in job satisfaction, the issue is complex and context-dependent. More experienced primary education teachers reported lower job satisfaction, a finding consistent with previous research ( 35 , 38 ). One likely reason is that greater experience often brings increased workload and administrative responsibilities, requiring teachers to manage diverse classrooms and adapt to evolving policies and regulations ( 39 ). These additional pressures can lead to feelings of being undervalued and burnout, which are compounded when experienced teachers are asked to mentor newer staff without sufficient recognition and appreciation ( 40 ). As administrative duties increase, teachers spend less time teaching, which many find most fulfilling, thereby reducing their job satisfaction. If their efforts are not adequately recognized or supported in the face of these changing demands, their sense of accomplishment and satisfaction can decline over time ( 41 ). Similar to our findings, a higher salary was another factor affecting teachers’ job satisfaction. This finding highlights the positive relationship between salary and teachers’ job satisfaction. The result aligns with existing research, which consistently shows that financial compensation is a significant factor influencing teachers' job satisfaction ( 42 , 43 ). When teachers receive higher salaries, it can lead to increased motivation, a greater sense of being valued, and reduced financial stress. All of these factors can contribute to overall job satisfaction ( 44 ). Financial security provided by a higher salary allows teachers to focus more on their teaching responsibilities without the constant worry of making ends meet ( 42 ). This financial stability can lead to reduced stress levels, enabling teachers to invest more energy into their work and engage more effectively with their students. As a result, teachers are more likely to experience a heightened sense of accomplishment and fulfillment in their roles ( 45 ). While salary is significant, job satisfaction is typically influenced by multiple factors ( 11 , 31 ). These factors include the work environment, professional autonomy, administrative support, and opportunities for professional growth ( 46 ). Therefore, while higher pay has a positive impact on satisfaction, a holistic approach that addresses various aspects of the teaching profession is likely to have the greatest effect on teachers’ overall well-being ( 35 ). This matter could be addressed in other future studies. Public health implications School health policies should prioritize the mental and emotional well-being of teachers by addressing the root causes of role conflict and ambiguity. This can include clarifying job responsibilities, reducing unnecessary administrative burdens, and providing clear communication channels. Implementing policies that regularly assess and monitor teacher satisfaction and stressors can help identify issues early and enable timely interventions. Regular professional development focused on role clarity, time management, and conflict resolution can empower teachers to manage their responsibilities more effectively and reduce work-related stress. Training school leaders to recognize and address signs of job dissatisfaction, role conflict, and ambiguity among staff is crucial for fostering a supportive environment. Encouraging collaborative decision-making and inclusive communication practices can help reduce ambiguity and conflict, thereby improving job satisfaction. Schools should establish systems for feedback and support, allowing teachers to voice concerns and participate in shaping their work environment. Addressing role conflict and ambiguity is particularly important in schools serving marginalized or under-resourced communities, where teachers may face greater challenges. Equitable policy and practice must ensure resources and support are distributed based on need. Promoting a culture of equity in staff support ensures that all teachers, regardless of background or school setting, have access to the tools and resources necessary for job satisfaction and professional growth. In summary, integrating the study’s insights into school health policy and practice can enhance teacher well-being, improve retention, and promote equitable, supportive educational environments for both teachers and students. Limitations Several limitations must be considered when interpreting the findings of this study. First, the cross-sectional design precludes the establishment of causal relationships between role stress, job satisfaction, and the associated factors. While associations are clear, temporal and directional inferences cannot be made. Second, all data were self-reported, which introduces the potential for common method variance and social desirability bias. Third, although the study employed a robust multi-stage cluster sampling method to enhance representativeness, it was confined to one major city in Iran. This limits the generalizability of the findings to teachers in rural areas or other cultural and administrative contexts. Conclusion This study found that many elementary teachers in Tabriz, Iran, have low job satisfaction. Role conflict and role ambiguity are key predictors, highlighting the impact of organizational stress. Demographic and work-related factors, such as gender, experience, and income, also play a role. These results show teacher well-being is a systemic issue linked to clear professional roles. Improving satisfaction requires reducing role conflict, clarifying roles, and ensuring fair pay. Further research is needed to confirm these findings and understand teachers’ experiences, which is vital for a stable and effective workforce. Data were collected after the COVID-19 pandemic, which may have affected teachers’ job satisfaction and limited the generalizability of results. Future studies should investigate these relationships over time and across various contexts. Declarations Ethics approval and consent to participate The study received approval from the Vice-Chancellor for Research and the Ethics Committee of Tabriz University of Medical Sciences (Approval No: IR.TBZMED.REC.1399.603), ensuring adherence to ethical guidelines. Before participating in the study, research participants were provided with a comprehensive explanation of the research objectives, assured of their anonymity, and informed about the voluntary nature of their participation. All participants signed a written informed consent form before taking part in the study. The research process adhered to the principles outlined in the Helsinki Declaration to safeguard the rights and welfare of the research participants throughout the study. Consent for publication Not applicable. Competing interests The authors declare no conflicts of interest. Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial, or not-for-profit sectors. Author Contribution FR has contributed to the conception, design, data analysis, manuscript preparation, editing, and review. FR and EA have made contributions to the conception, design, acquisition, analysis, and interpretation of data and prepared the first draft. EA acted as the critical readers of the manuscript. All Authors have read and approved the final manuscript. Acknowledgement We would like to thank the Tabriz University of Medical Sciences for financial support and all the teachers who participated in this study. We also thank the colleagues of the Clinical Research Development Unit at Razi Psychiatric Hospital, Tabriz University of Medical Sciences, Tabriz, Iran. 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Teachers’ curriculum agency in teaching a standards-based curriculum. Curric J. 2018;29(4):479–98. Liu XS, Ramsey J. Teachers’ job satisfaction: Analyses of the teacher follow-up survey in the United States for 2000–2001. Teach Educ. 2008;24(5):1173–84. Vosoughi A. The effect of role ambiguity and conflict on job satisfaction (case study: faculty members of the country's universities). J New Approaches Educational Adm 2024. Eryilmaz N, Kennedy AI, Strietholt R, Johansson S. Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics. Stud Educ Evaluation. 2025;86:101474. https://doi.org/10.1016/j.stueduc.2025.101474 . Toropova A, Myrberg E, Johansson S. Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educ Rev. 2021;73(1):71–97. 10.1080/00131911.2019.1705247 . Stromquist NP. The global status of teachers and the teaching profession. Educ Int 2018. Grosemans I, Boon A, Verclairen C, et al. Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teach Educ. 2015;47:151–61. Nwoko JC, Anderson E, Adegboye OA, et al. SHIELDing Our Educators: Comprehensive Coping Strategies for Teacher Occupational Well-Being. Behav Sci (Basel). 2024;14(10). 10.3390/bs14100918 . Wang H, Sun Y, Wang W, Liang H. Exploring the relationship between teachers' perceived workload, challenge-hindrance stress, and work engagement: a person-centered approach. BMC Psychol. 2025;13(1):201. 10.1186/s40359-025-02537-y . Forlin C, Inclusion. Identifying potential stressors for regular class teachers. Educ Res. 2001;43(3):235–45. Granger A, Woolfolk F, Griffin-Brown J. Teacher salary and how it relates to job satisfaction. J Bus Stud Q. 2022;11(4):8–13. Abt CD. Factors affecting teacher job satisfaction in Dixon County Public Schools. Wilmington University (Delaware); 2019. Thakor K, Pavankumar D. 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Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 08 Apr, 2026 Reviews received at journal 08 Apr, 2026 Reviewers agreed at journal 25 Mar, 2026 Reviewers agreed at journal 22 Feb, 2026 Reviews received at journal 21 Feb, 2026 Reviewers agreed at journal 19 Feb, 2026 Reviewers invited by journal 22 Jan, 2026 Editor invited by journal 21 Jan, 2026 Editor assigned by journal 20 Jan, 2026 Submission checks completed at journal 20 Jan, 2026 First submitted to journal 08 Jan, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8548997","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":578876920,"identity":"0d53f40f-a202-4722-86fb-923da7ba6d70","order_by":0,"name":"Elnaz Asghari","email":"","orcid":"","institution":"Tabriz University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Elnaz","middleName":"","lastName":"Asghari","suffix":""},{"id":578876921,"identity":"58c55695-d5d4-46eb-9597-a2f84a1fa372","order_by":1,"name":"Farnaz Rahmani","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDElEQVRIiWNgGAWjYBAC9gYowwBEJP6xkQPRBx7g0cJzAEVLQ5oxWEsC0VoYGw4ngq3Fq4X97LMHP/7ckzcXO/zswcMdaenzww4/BNpiJ6fbgEMLT7q5YQ9PseHO2WnmBolnbHI33k4zAGpJNjY7gF2LPUMamwSPRALjhtsJZhIJbGm5G2cngLQcSNyGQwsP/zM2yT8GCfYbbqd/A2o5nG44O/0Dfi0SaWzSPAkJiRtu55hJJLYdTpCXziFgi8QzNmmZAwnJQC1lEgln0gw3SOcUHEgwwO0XHv40Nsk3fxJsgQ7bJvmjwkZefnb65g8fKuzkcGnBBAZglQbEKgcB+QZSVI+CUTAKRsFIAACU42J8Gjxt4QAAAABJRU5ErkJggg==","orcid":"","institution":"Tabriz University of Medical Sciences","correspondingAuthor":true,"prefix":"","firstName":"Farnaz","middleName":"","lastName":"Rahmani","suffix":""}],"badges":[],"createdAt":"2026-01-08 08:39:01","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8548997/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8548997/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":101397677,"identity":"5fc79657-c07b-4686-bf09-d21225517122","added_by":"auto","created_at":"2026-01-29 09:35:00","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1017688,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8548997/v1/846a7543-16d1-44e5-bdf7-a071a680243d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eAssociation between Job Satisfaction, Role Conflict, and Role Ambiguity among Elementary School Teachers: A Cross-Sectional Study \u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eThe teaching profession plays a vital and demanding role in shaping individual lives and societal progress (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). Teachers, particularly at the elementary level, carry the crucial responsibility of nurturing young minds and teaching foundational skills (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). Success in this mission requires a teacher to maintain a sufficient level of emotional and psychological well-being, along with high motivation and commitment (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Job satisfaction is a key indicator in this context, influencing not only the retention and stability of a qualified teaching workforce (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) but also serving as a determining factor in creating a supportive learning environment, quality teacher-student interaction, and ultimately, student academic achievement and well-being (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, reports suggest that elementary teachers' job satisfaction may be uniquely challenged by the specific demands of this level\u0026mdash;including managing young children, high workloads, and multifaceted expectations\u0026mdash;potentially placing it at a lower level compared to teachers in higher grades (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). From the perspective of role theory, two significant organizational factors that can systematically undermine job satisfaction are role conflict and role ambiguity (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). Role conflict occurs when a teacher faces incompatible demands or expectations from various stakeholders, such as parents, administrators, and curriculum mandates, for instance, juggling the duty to deliver academic content with providing comprehensive emotional support (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). Conversely, role ambiguity refers to a lack of clarity regarding job responsibilities, objectives, or performance standards, such as when instructional policies or evaluation criteria are not adequately communicated to the teacher (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThese two factors often lead to increased stress, professional burnout, and reduced teacher efficacy (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). This situation not only jeopardizes the teacher's professional health but also harms the student learning environment by diminishing teaching quality and classroom engagement (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). A supportive school environment\u0026mdash;characterized by administrative support, clear communication, and a collaborative culture\u0026mdash;can help mitigate these stressors (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite a clear understanding of the importance of teacher job satisfaction and the detrimental effects of role conflict and ambiguity, a clear research gap remains regarding the simultaneous, systematic examination of the relationships among these three variables among elementary school teachers in Tabriz. Most existing studies have either addressed general aspects of job satisfaction or explored these concepts in other educational contexts. Therefore, the primary objective of this study is to determine the level of job satisfaction and investigate its association with levels of role conflict and role ambiguity among elementary school teachers. Understanding these relationships can pave the way for developing practical strategies to clarify expectations, reduce conflicts, and ultimately enhance the job satisfaction of elementary teachers. The outcome will be the retention of an experienced workforce and the assurance of better educational quality for students. The objectives of this study were 1) determine the relationships between elementary school teachers' job satisfaction, role conflict, and role ambiguity, and 2) to determine the relationships between socio-demographic variables and job satisfaction among elementary school teachers, and to determine the work-related characteristics and job satisfaction among elementary school teachers.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy design\u003c/h2\u003e \u003cp\u003eThe study employed an analytical, observational, cross-sectional design to investigate job satisfaction and its associated factors among elementary school teachers. The study adhered to the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology, see supplementary file) guidelines for reporting. 17\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy setting\u003c/h3\u003e\n\u003cp\u003eThis cross-sectional study was conducted in Tabriz, Iran. The target population comprised full-time teachers employed in public and private elementary schools in the city. The Tabriz elementary education system is organized into three sequential levels based on student age: kindergarten (entry at age 5), primary (entry at age 6), and intermediate (entry at age 11). These levels correspond to distinct curricular and developmental stages. In this context, public schools are state-funded and tuition-free, whereas private schools operate independently.\u003c/p\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eEligible participants were full-time elementary school teachers in Tabriz with at least one year of teaching experience and no self-reported history of psychiatric illness. A multi-stage cluster random sampling method was used. First, three of the five educational districts in Tabriz were randomly selected. Within these districts, elementary schools were listed and randomly chosen using a random number generator in Excel. Then, from each selected school, eligible teachers were assigned random numbers, and a simple random sample was drawn from each school's list to participate. The final sample size was set at 470 to account for the design effect and potential non-response, aiming for adequate statistical power. Data collection occurred from October 2022 to February 2023. Incomplete questionnaires (n\u0026thinsp;=\u0026thinsp;20) were excluded from the final analysis.\u003c/p\u003e\n\u003ch3\u003eMeasurement\u003c/h3\u003e\n\u003cp\u003eData were collected using a self-administered questionnaire comprising three sections: socio-demographic and work-related items, the Minnesota Satisfaction Questionnaire (MSQ) (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e) and the Role Conflict and Ambiguity (RCA) scale (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). Both standardized instruments are publicly accessible.\u003c/p\u003e \u003cp\u003e \u003cb\u003e1. Socio-demographic and Work-related Questionnaire\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis section was developed based on a review of the literature related to teachers' occupational well-being. It included items on age, gender, work experience, teaching level (kindergarten, primary, or intermediate), school type (public or private), and self-rated family income status (categorized as poor, fair, or good based on the participant's evaluation of income against expenses).\u003c/p\u003e \u003cp\u003e \u003cb\u003e3. Minnesota Satisfaction Questionnaire (MSQ)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eJob satisfaction was assessed using the 19-item short form of the MSQ, developed by Weiss et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). This instrument measures overall job satisfaction on a 5-point Likert scale (1 = \"very dissatisfied\" to 5 = \"very satisfied\"), with higher scores indicating greater satisfaction. The scale yields a total score that can be interpreted as: 19\u0026ndash;38 (poor satisfaction), 39\u0026ndash;57 (moderate satisfaction), and 58\u0026ndash;95 (very good satisfaction). In previous studies, the MSQ has demonstrated good reliability, with Cronbach's alpha coefficients ranging from 0.75 to 0.86 (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). In the present study, Cronbach's alpha was 0.86.\u003c/p\u003e \u003cp\u003e \u003cb\u003e3. Role Conflict and Ambiguity (RCA) Scale\u003c/b\u003e \u003c/p\u003e \u003cp\u003eRole conflict and ambiguity were measured using the 14-item RCA scale developed by Rizzo et al. (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). The scale comprises two subscales: role conflict (8 items) and role ambiguity (6 items). Responses were recorded on a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;strongly disagree to 5\u0026thinsp;=\u0026thinsp;strongly agree), with higher scores indicating greater conflict or ambiguity. The RCA scale is widely used, having been employed in approximately 85% of studies examining these constructs, and it has established validity and reliability (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). For this study, the RCA scale was translated into Persian by a professional translator and then back-translated into English by an independent translator to ensure conceptual equivalence. Content validity was assessed by a panel of ten educational psychologists, educational specialists, and educational administrators using Lawshe\u0026rsquo;s method (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). The content validity ratio (CVR) was 0.82, and the content validity index (CVI) was 0.87, both exceeding the acceptable thresholds of 0.62 and 0.79, respectively. Internal consistency reliability was excellent, with Cronbach's alpha of 0.83 for the total scale.\u003c/p\u003e\n\u003ch3\u003eStudy size\u003c/h3\u003e\n\u003cp\u003eTo calculate the sample size, a pilot study was first conducted with 30 eligible teachers. The results from these teachers were excluded from the final analysis because of the sampling methods used. Data from the pilot were analyzed using G Power software, applying a 95% confidence interval, 80% power, α\u0026thinsp;=\u0026thinsp;0.05, β\u0026thinsp;=\u0026thinsp;0.2, and r\u0026thinsp;=\u0026thinsp;0.26. This yielded a sample size of 285 teachers. This figure was then multiplied by a design effect of 1.5 (285 \u0026times; 1.5\u0026thinsp;=\u0026thinsp;427.5) to account for cluster sampling. However, considering the possible missing data of 10%, the required sample size was increased to 470 teachers. With a response rate of 95.7%, the final sample included 470 participants.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eData were analyzed using IBM SPSS Statistics for Windows, Version 23.0. Descriptive statistics were computed for all variables, presented as frequencies and percentages for categorical data and as means with standard deviations (SD) for continuous data. The normality of the distribution for the main continuous variables (MSQ and RCA scores) was confirmed, with absolute values of skewness and kurtosis indices below 2.24\u003c/p\u003e \u003cp\u003eBivariate analyses were performed to examine associations. Independent samples t-tests were used to compare mean scores between two independent groups (e.g., gender), and one-way Analysis of Variance (ANOVA) was used for comparisons across more than two groups (e.g., teaching level). Pearson's correlation coefficient was calculated to assess the linear relationships between continuous variables, such as age, job satisfaction, role conflict, and role ambiguity.\u003c/p\u003e \u003cp\u003eA multiple linear regression analysis was conducted to identify significant predictors of job satisfaction. Variables that showed a significant association (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) with job satisfaction in univariate analyses\u0026mdash;including age, gender, work experience, family income status, school type, role conflict, and role ambiguity\u0026mdash;were included in the regression model. Categorical predictors with more than two categories were dummy-coded before inclusion. All standard linear regression assumptions (linearity, normality, independence, and homoscedasticity of residuals) were evaluated and met. Multicollinearity was assessed using tolerance and Variance Inflation Factor (VIF) statistics, and values were within acceptable limits. The threshold for statistical significance was set at p and 0.05 for all analyses.\u003c/p\u003e \u003c/div\u003e"},{"header":"RESULTS","content":"\u003cdiv id=\"Sec10\"\u003e\n \u003ch2\u003eDemographic characteristics\u003c/h2\u003e\n \u003cp\u003eThe mean age of the 470 participants was 35.3 years (SD\u0026thinsp;=\u0026thinsp;9.2), with a mean work experience of 10.2 years (SD\u0026thinsp;=\u0026thinsp;3.9). The majority of participants were female (69.4%). Approximately half of the teachers reported a \u0026quot;poor\u0026quot; family income status (50.2%), and most taught at the intermediate level (46.4%) or in public schools (58.3%). Detailed characteristics are presented in Table\u0026nbsp;1.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 1\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eDistribution of socio-demographic characteristics and work-related factors (n\u0026thinsp;=\u0026thinsp;470)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eTeachers\u0026rsquo; characteristics\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003en (%)\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (years)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean (SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e35.3\u0026thinsp;\u0026plusmn;\u0026thinsp;9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144 (30.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e326 (69.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eFamily income status\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePoor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e236 (50.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFair\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e158 (33.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e76 (16.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eWork experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMean (SD)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10.2\u0026thinsp;\u0026plusmn;\u0026thinsp;3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026le;\u0026thinsp;10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e249 (53.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026gt;\u0026thinsp;10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e221 (47.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeaching level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKindergarten (Year 5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e123 (27.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePrimary level (Year 6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e129 (27.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntermediate level (7\u0026ndash;11 years)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e218 (46.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool type\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePublic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e274 (58.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePrivate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e196 (41.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec11\"\u003e\n \u003ch2\u003eJob satisfaction by socio-demographic variables and work-related characteristics\u003c/h2\u003e\n \u003cp\u003eMore than half of the teachers (54.2%) reported low job satisfaction. In bivariate analyses, job satisfaction showed a significant negative correlation with work experience (r = -0.40, p\u0026thinsp;=\u0026thinsp;0.01). Female teachers reported significantly higher job satisfaction than male teachers (51.4\u0026thinsp;\u0026plusmn;\u0026thinsp;9.3 vs. 32.1\u0026thinsp;\u0026plusmn;\u0026thinsp;8.2, p\u0026thinsp;=\u0026thinsp;0.001). Job satisfaction also differed significantly by perceived family income status (p\u0026thinsp;=\u0026thinsp;0.001), with teachers reporting income as \u0026quot;good\u0026quot; (i.e., expenditure\u0026thinsp;\u0026lt;\u0026thinsp;earnings) having the highest mean score (53.2\u0026thinsp;\u0026plusmn;\u0026thinsp;10.7). No significant associations were found between job satisfaction and age, teaching level, or school type (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). These results are presented in Table\u0026nbsp;2.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 2\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003e\u003cstrong\u003eMean job satisfaction scores according to socio-demographic and work-related factors (n\u0026thinsp;=\u0026thinsp;470)\u003c/strong\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTest*\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (years)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e35.3\u0026thinsp;\u0026plusmn;\u0026thinsp;9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003er\u0026thinsp;=\u0026thinsp;0.03\u003c/p\u003e\n \u003cp\u003edf** = 467\u003c/p\u003e\n \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e32.1\u0026thinsp;\u0026plusmn;\u0026thinsp;8.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003et\u0026thinsp;=\u0026thinsp;3.4\u003c/p\u003e\n \u003cp\u003edf\u0026thinsp;=\u0026thinsp;452\u003c/p\u003e\n \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e51.4\u0026thinsp;\u0026plusmn;\u0026thinsp;9.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eFamily income status\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eExpenditure\u0026thinsp;\u0026gt;\u0026thinsp;earnings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e34.8\u0026thinsp;\u0026plusmn;\u0026thinsp;9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eF\u0026thinsp;=\u0026thinsp;5.9\u003c/p\u003e\n \u003cp\u003edf\u0026thinsp;=\u0026thinsp;2\u003c/p\u003e\n \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eExpenditure\u0026thinsp;=\u0026thinsp;earnings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e44.6\u0026thinsp;\u0026plusmn;\u0026thinsp;10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eExpenditure\u0026thinsp;\u0026lt;\u0026thinsp;earnings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e53.2\u0026thinsp;\u0026plusmn;\u0026thinsp;10.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eWork experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e10.2\u0026thinsp;\u0026plusmn;\u0026thinsp;3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003er =-0.4\u003c/p\u003e\n \u003cp\u003edf\u0026thinsp;=\u0026thinsp;390\u003c/p\u003e\n \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeaching level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eKindergarten (Year 5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e39.3\u0026thinsp;\u0026plusmn;\u0026thinsp;7.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"3\"\u003e\n \u003cp\u003eF\u0026thinsp;=\u0026thinsp;1.9\u003c/p\u003e\n \u003cp\u003edf\u0026thinsp;=\u0026thinsp;2\u003c/p\u003e\n \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePrimary level (Year 6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e42.2\u0026thinsp;\u0026plusmn;\u0026thinsp;7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntermediate level (7\u0026ndash;11 years)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e44.4\u0026thinsp;\u0026plusmn;\u0026thinsp;1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool type\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePublic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e51.4\u0026thinsp;\u0026plusmn;\u0026thinsp;10.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003et\u0026thinsp;=\u0026thinsp;1.2\u003c/p\u003e\n \u003cp\u003edf\u0026thinsp;=\u0026thinsp;467\u003c/p\u003e\n \u003cp\u003ep\u0026thinsp;=\u0026thinsp;0.06\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePrivate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e49.3\u0026thinsp;\u0026plusmn;\u0026thinsp;10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\"\u003e* r: Pearson correlation coefficient test; t: Independent t-test; F: ANOVA test, ** df: degree of freedom\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eAmong the participants, 54.2% reported experiencing low job satisfaction. The mean (SD) of the teacher role conflict was 29.3\u0026thinsp;\u0026plusmn;\u0026thinsp;7.4 (range, 1\u0026ndash;40, with higher scores indicating greater role conflict). The teachers\u0026rsquo; role ambiguity scores had a mean of 19.3\u0026thinsp;\u0026plusmn;\u0026thinsp;4.1 (range, 1\u0026ndash;30), where higher scores indicate greater role ambiguity.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab3\" border=\"1\" class=\"fr-table-selection-hover\" style=\"margin-right: calc(8%); width: 92%;\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 3\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003e\u003cstrong\u003ePearson correlations between job satisfaction, role conflict, and role ambiguity (n\u0026thinsp;=\u0026thinsp;470).\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eRole conflict\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eRole ambiguity\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eJob satisfaction\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;0.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.47\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe results of the Pearson correlation coefficient tests revealed a significant, moderate negative correlation between teachers\u0026rsquo; job satisfaction scores and role conflict (r = -0.49; p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Additionally, a statistically significant moderate negative correlation was found between teachers\u0026rsquo; job satisfaction and role ambiguity scores, with a correlation coefficient of r\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;0.47 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) (Table 3).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\"\u003e\n \u003ch2\u003ePredictors of Job Satisfaction: Multiple Linear Regression\u003c/h2\u003e\n \u003cp\u003eA multiple linear regression model, incorporating variables significant in bivariate analyses, explained 29.1% of the variance in job satisfaction (Adjusted R\u0026sup2; = 0.291, F\u0026thinsp;=\u0026thinsp;53.734, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Significant independent predictors of higher job satisfaction were: being female (\u0026beta;\u0026thinsp;=\u0026thinsp;3.273, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), teaching in a public school (\u0026beta;\u0026thinsp;=\u0026thinsp;4.312, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and reporting a balanced family income (expenditure\u0026thinsp;=\u0026thinsp;earnings; \u0026beta;\u0026thinsp;=\u0026thinsp;2.623, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Significant predictors of lower job satisfaction were: greater work experience (\u0026beta; = -3.831, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), reporting income as insufficient (expenditure\u0026thinsp;\u0026gt;\u0026thinsp;earnings; \u0026beta; = -4.512, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and higher levels of role conflict (\u0026beta; = -3.621, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and role ambiguity (\u0026beta; = -4.472, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The full regression results are presented in Table\u0026nbsp;4.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 4\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eMultiple linear regression analysis for predictors of job satisfaction (n\u0026thinsp;=\u0026thinsp;470).\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePredictors\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eUnstandardized\u003c/p\u003e\n \u003cp\u003eCoefficients (\u0026beta;)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStd. Error\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStandardized\u003c/p\u003e\n \u003cp\u003eCoefficients (Beta)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e95% (CI)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003eGender (Reference: Male)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"5\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eFemale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.273\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.191\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.479**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(2.231 to 4.784)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"6\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool type (Reference: Private)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ePublic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.312\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.151\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.412**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(3.782 to 5.219)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eWork experience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;3.831\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.171\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-2.731**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(-4.512 to -2.349)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"6\"\u003e\n \u003cp\u003e\u003cstrong\u003eFamily income status (Reference: Expenditure\u0026thinsp;\u0026lt;\u0026thinsp;earnings)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eExpenditure\u0026thinsp;=\u0026thinsp;earnings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.623\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.214***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(1.782 to 3.839)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eExpenditure\u0026thinsp;\u0026gt;\u0026thinsp;earnings\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026minus;\u0026thinsp;4.512\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.184\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.451***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(-5.749 to -3.119)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eRole conflict\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-3.621\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.145\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.431***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(-5.945 to -3.314)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eRole ambiguity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-4.472\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.711\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.712***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e(3.521 to 5.872)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\"\u003e\u003cstrong\u003e*\u003c/strong\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01, ***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u0026thinsp;=\u0026thinsp;53.734, p\u0026thinsp;\u0026lt;\u0026thinsp;.001; \u003cem\u003eR\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.543 \u003cem\u003eR\u003c/em\u003e2\u0026thinsp;=\u0026thinsp;0.294; Adjusted \u003cem\u003eR\u003c/em\u003e2\u0026thinsp;=\u0026thinsp;29.1%.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis study assessed the prevalence of job satisfaction and its association with teachers\u0026rsquo; role conflict and role ambiguity, as well as their demographic and work-related factors, among elementary school teachers. To our knowledge, this is the first study to evaluate job satisfaction and its related factors among Tabriz elementary school teachers. The findings of this study provide a nuanced understanding of job satisfaction and its determinants among elementary school teachers in Tabriz, Iran. The high proportion of teachers (54.2%) reporting low job satisfaction is a cause for concern. It aligns with global trends indicating significant well-being challenges within the teaching profession, particularly at the elementary level (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e). This prevalence underscores the urgent need for targeted, systemic interventions from educational authorities and policymakers to immediately improve the working conditions and professional lives of educators, who play a pivotal role in shaping future generations (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe strong negative link between role conflict and job satisfaction, as reported in the study's findings, clearly supports existing role theory and empirical evidence (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). Elementary school teachers often find themselves torn between the demands of administrators, parents, students, and curricular standards.8 The need to be a disciplinarian, a nurturer, an academic instructor, and an administrative officer simultaneously creates considerable psychological strain. This conflict causes frustration, stress, and ultimately, a reduced sense of achievement and satisfaction (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). The conflicting demands from administrators, parents, and students, coupled with a lack of clarity regarding expectations and responsibilities, appear to be a primary source of dissatisfaction. This suggests that when teachers are caught between competing priorities\u0026mdash;such as achieving academic standards while providing emotional support- their professional fulfillment is significantly diminished (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe study revealed that increased role ambiguity among participants was associated with decreased job satisfaction, a finding that aligns with previous research indicating that unclear role definitions are a significant contributor to teacher dissatisfaction (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e). Role theory (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e) helps explain this strong negative link. Role ambiguity arises from a lack of clear and consistent information regarding job duties, expectations, and evaluation methods (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). In education, this means that teachers are often unsure about curriculum requirements, grading, instructional principles, or duties beyond their teaching responsibilities (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). A study by Padmanabhan et al. found that role ambiguity is one of the most consistent predictors of job dissatisfaction among teachers. Their findings established that ambiguity leads to psychological strain, which directly diminishes satisfaction (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). The results suggest that when elementary school teachers face this uncertainty, it is a major psychosocial stressor that lowers their professional fulfillment. Another study by Liu and Ramsey on teachers in China found that role ambiguity, caused by unclear policies and inconsistent administrative direction, led to burnout and low job satisfaction (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). This shows that, despite differences in education systems and cultures, the need for clarity and defined expectations is a universal factor in job satisfaction (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDemographic and work-related factors identified significant predictors of job satisfaction. The high satisfaction among female teachers, particularly those with less experience (\u0026lt;\u0026thinsp;10 years), and those with high income status, challenges some conventional assumptions. It may be specific to the Iranian context.\u003c/p\u003e \u003cp\u003eIn contrast to our findings, prior studies have yielded mixed results on gender differences in teacher job satisfaction. Research suggests that female teachers report slightly higher job satisfaction due to their intrinsic motivation and commitment to relationships (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). This may relate to stronger interpersonal skills, which support relationships with students and colleagues (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). Female teachers may also align more closely with the nurturing and supportive aspects of teaching (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e), which contributes to their job satisfaction. Effective work-life balance management may further influence their satisfaction (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). However, other studies have not found any significant differences between genders. While these factors may explain gender differences in job satisfaction, the issue is complex and context-dependent.\u003c/p\u003e \u003cp\u003eMore experienced primary education teachers reported lower job satisfaction, a finding consistent with previous research (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). One likely reason is that greater experience often brings increased workload and administrative responsibilities, requiring teachers to manage diverse classrooms and adapt to evolving policies and regulations (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). These additional pressures can lead to feelings of being undervalued and burnout, which are compounded when experienced teachers are asked to mentor newer staff without sufficient recognition and appreciation (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e). As administrative duties increase, teachers spend less time teaching, which many find most fulfilling, thereby reducing their job satisfaction. If their efforts are not adequately recognized or supported in the face of these changing demands, their sense of accomplishment and satisfaction can decline over time (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eSimilar to our findings, a higher salary was another factor affecting teachers\u0026rsquo; job satisfaction. This finding highlights the positive relationship between salary and teachers\u0026rsquo; job satisfaction. The result aligns with existing research, which consistently shows that financial compensation is a significant factor influencing teachers' job satisfaction (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e). When teachers receive higher salaries, it can lead to increased motivation, a greater sense of being valued, and reduced financial stress. All of these factors can contribute to overall job satisfaction (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e). Financial security provided by a higher salary allows teachers to focus more on their teaching responsibilities without the constant worry of making ends meet (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e). This financial stability can lead to reduced stress levels, enabling teachers to invest more energy into their work and engage more effectively with their students. As a result, teachers are more likely to experience a heightened sense of accomplishment and fulfillment in their roles (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e). While salary is significant, job satisfaction is typically influenced by multiple factors (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThese factors include the work environment, professional autonomy, administrative support, and opportunities for professional growth (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). Therefore, while higher pay has a positive impact on satisfaction, a holistic approach that addresses various aspects of the teaching profession is likely to have the greatest effect on teachers\u0026rsquo; overall well-being (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). This matter could be addressed in other future studies.\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003ePublic health implications\u003c/h2\u003e \u003cp\u003eSchool health policies should prioritize the mental and emotional well-being of teachers by addressing the root causes of role conflict and ambiguity. This can include clarifying job responsibilities, reducing unnecessary administrative burdens, and providing clear communication channels. Implementing policies that regularly assess and monitor teacher satisfaction and stressors can help identify issues early and enable timely interventions. Regular professional development focused on role clarity, time management, and conflict resolution can empower teachers to manage their responsibilities more effectively and reduce work-related stress. Training school leaders to recognize and address signs of job dissatisfaction, role conflict, and ambiguity among staff is crucial for fostering a supportive environment. Encouraging collaborative decision-making and inclusive communication practices can help reduce ambiguity and conflict, thereby improving job satisfaction. Schools should establish systems for feedback and support, allowing teachers to voice concerns and participate in shaping their work environment. Addressing role conflict and ambiguity is particularly important in schools serving marginalized or under-resourced communities, where teachers may face greater challenges. Equitable policy and practice must ensure resources and support are distributed based on need. Promoting a culture of equity in staff support ensures that all teachers, regardless of background or school setting, have access to the tools and resources necessary for job satisfaction and professional growth. In summary, integrating the study\u0026rsquo;s insights into school health policy and practice can enhance teacher well-being, improve retention, and promote equitable, supportive educational environments for both teachers and students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eSeveral limitations must be considered when interpreting the findings of this study. First, the cross-sectional design precludes the establishment of causal relationships between role stress, job satisfaction, and the associated factors. While associations are clear, temporal and directional inferences cannot be made. Second, all data were self-reported, which introduces the potential for common method variance and social desirability bias. Third, although the study employed a robust multi-stage cluster sampling method to enhance representativeness, it was confined to one major city in Iran. This limits the generalizability of the findings to teachers in rural areas or other cultural and administrative contexts.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study found that many elementary teachers in Tabriz, Iran, have low job satisfaction. Role conflict and role ambiguity are key predictors, highlighting the impact of organizational stress. Demographic and work-related factors, such as gender, experience, and income, also play a role. These results show teacher well-being is a systemic issue linked to clear professional roles. Improving satisfaction requires reducing role conflict, clarifying roles, and ensuring fair pay. Further research is needed to confirm these findings and understand teachers\u0026rsquo; experiences, which is vital for a stable and effective workforce. Data were collected after the COVID-19 pandemic, which may have affected teachers\u0026rsquo; job satisfaction and limited the generalizability of results. Future studies should investigate these relationships over time and across various contexts.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e \u003cp\u003e The study received approval from the Vice-Chancellor for Research and the Ethics Committee of Tabriz University of Medical Sciences (Approval No: IR.TBZMED.REC.1399.603), ensuring adherence to ethical guidelines. Before participating in the study, research participants were provided with a comprehensive explanation of the research objectives, assured of their anonymity, and informed about the voluntary nature of their participation. All participants signed a written informed consent form before taking part in the study. The research process adhered to the principles outlined in the Helsinki Declaration to safeguard the rights and welfare of the research participants throughout the study.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent for publication\u003c/strong\u003e \u003cp\u003eNot applicable.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eCompeting interests\u003c/h2\u003e \u003cp\u003eThe authors declare no conflicts of interest.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eThe authors have not declared a specific grant for this research from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eFR has contributed to the conception, design, data analysis, manuscript preparation, editing, and review. FR and EA have made contributions to the conception, design, acquisition, analysis, and interpretation of data and prepared the first draft. EA acted as the critical readers of the manuscript. All Authors have read and approved the final manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003e We would like to thank the Tabriz University of Medical Sciences for financial support and all the teachers who participated in this study. We also thank the colleagues of the Clinical Research Development Unit at Razi Psychiatric Hospital, Tabriz University of Medical Sciences, Tabriz, Iran. We are grateful for their cooperation, collaboration, and support.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData are available upon reasonable request. All the data supporting the study findings were included in the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAllies S. Supporting teacher wellbeing: a practical guide for primary teachers and school leaders. 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J Humanit Social Sci Stud. 2022;4(4):234\u0026ndash;41.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-public-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"pubh","sideBox":"Learn more about [BMC Public Health](http://bmcpublichealth.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/pubh/default.aspx","title":"BMC Public Health","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Job satisfaction, Role conflict, Role ambiguity, Elementary school teachers, Teacher well-being","lastPublishedDoi":"10.21203/rs.3.rs-8548997/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8548997/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThe teaching profession is highly demanding, requiring high levels of emotional and psychological well-being. To help teachers cope with their job challenges, it is critical to recognize their signs of dissatisfaction at work and provide the necessary support. This study aimed to investigate the level of job satisfaction and identify associated factors among elementary school teachers.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eA cross-sectional study with multistage cluster sampling was conducted among elementary school teachers in Tabriz, Iran. From each of the 11 selected schools (both public and private), 470 elementary teachers were eligible to participate in the study. Data were collected using validated questionnaires: the Minnesota Satisfaction Questionnaire (MSQ) for job satisfaction and the Role Conflict and Ambiguity (RCA) scale. Descriptive statistics, Pearson\u0026rsquo;s correlation coefficient, and multiple linear regression were used to examine relationships among variables and identify significant predictors of job satisfaction. Elementary school teaching demands significant emotional and psychological well-being. Recognizing and addressing teacher dissatisfaction is crucial. This study investigated job satisfaction and associated factors among elementary teachers in Tabriz, Iran. A cross-sectional study using multistage cluster sampling was conducted with 470 teachers from 11 schools (public and private). Data were collected via the Minnesota Satisfaction Questionnaire (MSQ) and the Role Conflict and Ambiguity (RCA) scale. Descriptive statistics, Pearson\u0026rsquo;s correlation, and multiple linear regression were used to analyze relationships and identify predictors of job satisfaction.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eMore than half (54.2%) reported low job satisfaction. Job satisfaction showed significant negative correlations with both role conflict (r = \u0026minus;\u0026thinsp;0.49, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and role ambiguity (r = \u0026minus;\u0026thinsp;0.47, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The multiple linear regression model accounted for 29.1% of the variance in job satisfaction (adjusted R\u0026sup2; = 0.291, F\u0026thinsp;=\u0026thinsp;53.734, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Higher levels of role conflict (β = \u0026minus;\u0026thinsp;3.621, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) and role ambiguity (β = \u0026minus;\u0026thinsp;4.472, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), greater teaching experience (β = \u0026minus;\u0026thinsp;3.831, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and insufficient family income (β = \u0026minus;\u0026thinsp;4.512, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) were significant predictors of lower job satisfaction. Conversely, teaching in a public school (β\u0026thinsp;=\u0026thinsp;4.312, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and being female (β\u0026thinsp;=\u0026thinsp;3.273, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) were associated with higher job satisfaction.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThe study finds high levels of job dissatisfaction among elementary school teachers in Tabriz, closely linked to role conflict, role ambiguity, and socioeconomic factors. 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