An Examination of the Factors Influencing Public and Private Secondary School Teacher Job Satisfaction in Sierra Leone

Abstract

This study examined factors that influence the Job Satisfaction of public and private secondary school teachers in Sierra Leone. Specifically, the study examined key factors, including working conditions, Autonomy support and resources, salary and benefit, opportunities for professional development. The findings indicate that teacher working conditions in Sierra Leone’s secondary schools remain largely suboptimal, with significant regional and institutional disparities in resources, autonomy, salaries, and professional development. While favourable conditions are concentrated in Bo and the Western Area, districts such as Port Loko and Bombali exhibit severe challenges, particularly in private schools. Using a mixed-methods approach, data were collected from 380 teachers across various public and private secondary schools in both urban and rural districts. The findings revealed that across all dimensions of work environment, autonomy, compensation, and growth opportunities, over 80% of teachers report these factors as critical to job satisfaction, morale, and retention. This evidence underscores systemic inequities and highlights the urgent need for targeted policy interventions to ensure equitable support, competitive salaries, and sustained professional development. The conclusion is that teacher working conditions in Sierra Leone’s secondary schools are deeply inequitable, with disparities in resources, autonomy, salaries, and professional development critically undermining job satisfaction, retention, and educational outcomes. It is recommended that targeted policy measures and school reforms be implemented to address disparities and improve teachers’ working conditions in both public and private schools, thereby enhancing teacher satisfaction and the quality of secondary education in Sierra Leone.

This study examined factors that influence the Job Satisfaction of public and private secondary school teachers in Sierra Leone. Specifically, the study examined key factors, including working conditions, Autonomy support and resources, salary and benefit, opportunities for professional development. The findings indicate that teacher working conditions in Sierra Leone’s secondary schools remain largely suboptimal, with significant regional and institutional disparities in resources, autonomy, salaries, and professional development. While favourable conditions are concentrated in Bo and the Western Area, districts such as Port Loko and Bombali exhibit severe challenges, particularly in private schools. Using a mixed-methods approach, data were collected from 380 teachers across various public and private secondary schools in both urban and rural districts. The findings revealed that across all dimensions of work environment, autonomy, compensation, and growth opportunities, over 80% of teachers report these factors as critical to job satisfaction, morale, and retention. This evidence underscores systemic inequities and highlights the urgent need for targeted policy interventions to ensure equitable support, competitive salaries, and sustained professional development. The conclusion is that teacher working conditions in Sierra Leone’s secondary schools are deeply inequitable, with disparities in resources, autonomy, salaries, and professional development critically undermining job satisfaction, retention, and educational outcomes. It is recommended that targeted policy measures and school reforms be implemented to address disparities and improve teachers’ working conditions in both public and private schools, thereby enhancing teacher satisfaction and the quality of secondary education in Sierra Leone.