Moderating the Role of Perceived Organisational Support on Work Environment to Teachers’ Job Satisfaction in Developing Countries: The Case of Tanzanian Public Secondary Schools

Abstract

This paper explores the influence of perceived organizational support as a
moderating factor on teachers' job satisfaction within selected public secondary
schools in Tanzania. The study utilized a self-administered questionnaire to
gather data from 399 teachers, serving as both the units of inquiry and
analysis. PLS-SEM, complemented by Smart PLS3, was employed for data
analysis. The Organization Support Theory and the Two Factor Theory by
Herzberg served as the study's guiding principles. The results showed that
recognition procedures, professional development opportunities, and
workspace amenities all had a direct and positive influence on teachers' job
satisfaction. Furthermore, the findings showed a positive moderation effect of
perceived organizational support on workplace facilities, professional
development opportunities, and job satisfaction. This implies that the work
environment, when moderated by perceived organizational support, influences
teachers’ satisfaction with their job. Therefore, school managers, government,
and other stakeholders should consider moderating the role of perceived
organizational support to the work environment as an impetus factor to
increase teachers’ job satisfaction.

Keywords: Perceived organizational support, job satisfaction, work environment, Tanzanian
public secondary schools