Quality of Work Life and Teacher Job Satisfaction: An Empirical Investigation of Secondary School Teachers in District Maharajganj, Uttar Pradesh

The teaching profession confronts escalating challenges in maintaining workforce stability and professional satisfaction across diverse educational contexts. This empirical investigation examines the relationship between Quality of Work Life in Schools (QWLS) and job satisfaction among 500 secondary school teachers in District Maharajganj, Uttar Pradesh, India. Employing a quantitative descriptive correlational design grounded in Herzberg's Two-Factor Theory and Social Exchange Theory, the study reveals a substantial positive correlation (r = 0.663, p < 0.001) between QWLS and teacher job satisfaction, with QWLS accounting for 44% of variance in satisfaction levels. Significant institutional variations emerged, with government schools demonstrating highest satisfaction levels (M = 94.68), followed by private schools (M = 92.18), and aided schools (M = 86.94). Notably, aided schools exhibited the strongest QWLS-job satisfaction correlation (r = 0.801), indicating heightened responsiveness to workplace improvements despite currently maintaining the lowest absolute satisfaction levels. The findings provide evidence-based recommendations for educational administrators and policymakers pursuing enhanced teacher retention and professional satisfaction through systematic workplace quality improvements.