Abstract

This study investigates the impact of working conditions on teachers’ job satisfaction in selected public primary schools in Limbe, Cameroon. Teacher job satisfaction is crucial for effective teaching and learning, as it influences their commitment, performance, and overall well-being. In many educational systems, especially in developing countries like Cameroon, working conditions such as salaries, school infrastructure, administrative support, and teaching materials play a significant role in determining teacher satisfaction and retention. This research aims to understand how these factors affect teachers’ satisfaction levels in the context of public primary schools in Limbe.

The study adopts a descriptive research design, utilizing both qualitative and quantitative data collection methods. Surveys were distributed to a sample of teachers in selected public primary schools in Limbe, alongside interviews with key stakeholders including school administrators and education officials. The study focuses on key aspects of working conditions, including teacher remuneration, workload, classroom size, availability of teaching resources, professional development opportunities, and administrative support.

The results reveal that teachers’ job satisfaction is significantly influenced by their working conditions. Poor infrastructure, lack of teaching materials, and insufficient administrative support were found to be major contributors to low job satisfaction. Additionally, teachers reported that low salaries and delayed payments negatively affected their motivation and overall commitment to the teaching profession. Conversely, schools that offered better resources, smaller class sizes, and professional development opportunities reported higher levels of teacher satisfaction. The findings also suggest that job satisfaction directly impacts teacher retention, with dissatisfied teachers more likely to leave the profession or seek employment in private schools or non-educational sectors.

In conclusion, the study highlights the need for the Cameroonian government and educational authorities to improve the working conditions of public primary school teachers to enhance job satisfaction and teacher retention. Recommendations include increasing teacher salaries, improving school infrastructure, providing adequate teaching materials, and offering regular professional development opportunities to create a more supportive working environment.

Keywords: working conditions, job satisfaction, public primary schools, teachers, Limbe, Cameroon, school infrastructure, teacher retention.