Published Paper Details:

This study investigates the impact of perceived stress on job satisfaction among teachers across different levels of teaching and institutional types. Using survey responses from educators aged 25-55 with varying years of teaching experience, the research explores how workload, administrative duties, student behavior, and resource availability contribute to stress, and how these factors influence satisfaction with the teaching profession. The findings reveal that while many teachers report feeling overwhelmed by responsibilities and emotionally drained due to workload and behavioral challenges, a significant proportion still express high levels of satisfaction, accomplishment, and motivation in their roles. Teachers consistently highlight positive interactions with students and a sense of professional respect as buffers against stress. However, issues such as lack of discipline, student distraction from technology, and administrative pressures emerge as notable stressors that reduce motivation and satisfaction. Differences are observed across institution types, with government school teachers often reporting stronger feelings of security and accomplishment compared to private school counterparts. Overall, the study underscores the complex interplay between stress and satisfaction, suggesting that while stress negatively affects aspects of teachers' well-being, intrinsic rewards and supportive environments can sustain job satisfaction. These insights highlight the need for institutional strategies to mitigate stress and enhance teacher support systems.