Teacher Satisfaction with Online Teaching: An Exploration of the Role of Social support

Abstract

The present study aimed to investigate the relationship between Burnout, Social supportwith Job satisfaction of high school teachers in the context of online teaching and to identify the best predictor of Job satisfaction. The study was done on 77 high school teachers (39 females, 38 males) who have been using online teaching methods for the last 6 months and belong to the age range of 22-50 years. Following a survey research design, measures of Burnout, Social support, and Job satisfaction were taken using the Maslach Burnout inventory (1981), Multidimensional scale of perceived social support (Zimet, Dahle, Zimet & Farley, 1988) and Job Satisfaction scale (Dixit, 1993), respectively. Data analysis using Pearson’s correlation method suggested significant moderate negative correlation between Burnout and Job satisfaction and a moderate positive correlation between Social support and Job satisfaction. Results of multiple regression analysis revealed a significant contribution of Social support as well as burnout in influencing Job satisfaction (43 per cent). Social support emerged as the most significant predictor of Job satisfaction. Practical implications of the findings are discussed.