The moderating role of reward on the impact of academic supervision and multitasking in enhancing teachers’s job satisfaction

Introduction: Rewards can enhance job satisfaction among teachers by addressing their individual needs and preferences. Factors like degree levels, self-motivation, and support for students influence teachers' competency and job satisfaction. Objective: This research aimed to investigate the role of rewards in moderating the contribution of academic supervision and multitasking to teacher job satisfaction. In the complex context of education, various elements, including supervision effectiveness and multitasking pressure, affect teacher job satisfaction. Methodology: The methodological framework applied in this investigation is quantitative, using an ex post facto design involving 212 public high school teachers selected through a multistage cluster sampling technique. Data were collected through questionnaires adapted from the Minnesota Satisfaction Questionnaire (MSQ) and Supervisory Behavior Description Questionnaire (SBDQ), distributed through Google Forms, and then analyzed using the Structural Equation Modeling Partial Least Squares (SEM-PLS) technique. Results and Discussion: A comprehensive analysis of the findings revealed that academic supervision substantially impacted teacher job satisfaction, while multitasking showed no significant effect. Rewards were shown to serve as a moderator that strengthens the relationship between academic supervision and multitasking on teacher job satisfaction. Conclusions: The findings highlight the importance of an appropriate reward system to improve educators' motivation and job satisfaction, which can advance the overall quality of education. This study recommends that policymakers formulate more effective strategies to improve teachers' job satisfaction through a structured reward system.