Authors | Aim(s) | Method(s) and Measurement(s) | Sample | Province and School Characteristics |
Botha and Hugo (2021) [26] | Investigating how mentoring programs could improve job satisfaction. | A quantitative approach utilizing a Likert-scale questionnaire. Utilized a self-developed questionnaire. | n = 550 beginner schoolteachers. | Mpumalanga 50 diverse primary schools (rural, inter-city, and private). |
Bull (2005) [27] | Determining the level of job satisfaction and organizational commitment. | A quantitative approach with a cross-sectional research design. Utilized the Job Descriptive Index (JDI). | n = 237 schoolteachers. | Western Cape 16 previously disadvantaged high schools. |
Dehaloo (2011) [28] | Investigating the motivation and job satisfaction of schoolteachers. | Mixed-method sequential explanatory design. Utilized a self-developed instrument. | n = 100 schoolteachers (structured questionnaire). n = 16 schoolteachers (interviews). | KwaZulu-Natal 6 rural, suburban, and urban secondary schools. |
Dludla (2019) [29] | Exploring job satisfaction, resilience, and schoolteacher retention. | A qualitative approach with an Interpretive Phenomenological Approach. | n = 17 schoolteachers. | KwaZulu-Natal 5 disadvantaged high schools. |
Hlongwane (2013) [30] | Investigating schoolteachers’ experiences of job satisfaction and expectancies of support to develop competencies as curriculum workers. | Concurrent mixed-method approach. Utilized a self-developed questionnaire. | n = 400 schoolteachers (survey questionnaire) n = 18 schoolteachers (interviews). | KwaZulu-Natal 50 rural secondary schools from three school districts. |
Lassibille and Gómez (2020) [31] | Evaluating and comparing the impact of gender diversity on overall job satisfaction. | Data analysis originated from a larger study conducted by the OECD. Utilized a structured questionnaire that measured various constructs. | Included as part of a sample of 46 participating countries. Estimated that no more than n = 50 schoolteachers were included. | Two schools from South African lower-secondary education. |
Maforah and Schulze (2012) [32] | Identifying influences on job satisfaction. | Mixed-method approach. Utilized a self-developed questionnaire. | n = 30 principals (structured questionnaire). n = 8 principals (interviews). | North West Secondary schools are located in rural villages and townships. |
Matla and Xaba (2019) [33] | Investigating the job satisfaction of schoolteachers. | Quantitative approach. Utilized the Job Satisfaction Survey (JSS). | n = 738 schoolteachers. | Gauteng 30 well-performing historically disadvantaged secondary schools. |
Naidoo (2019) [34] | Determining factors that affect job satisfaction by exploring relationships between job motivation, work fulfilment, and hierarchical duty. | A quantitative approach with a cross-sectional survey design. Utilized a self-developed questionnaire. | n = 47 schoolteachers. | KwaZulu-Natal One private school. |
Okeke and Mtyuda (2017) [35] | Obtaining perspectives of schoolteachers on job satisfaction. | A qualitative approach. | n = 12 schoolteachers. | Eastern Cape Six secondary schools (three rural and three urban schools). |
Pule (2015) [36] | Determining factors affecting schoolteachers’ job performance and job satisfaction. | Sequential explanatory mixed-method approach. Utilized a self-developed questionnaire. | n = 132 schoolteachers (structured questionnaires). n = 10 schoolteachers (interviews). | North West Seven secondary schools (four rural and three township schools). |
Quan-Baffour and Arko-Achemfuor (2014) [37] | Investigation on job satisfaction and the lack of career pathing. | A quantitative and qualitative approach. Utilized a self-developed questionnaire. | n = 500 schoolteachers (questionnaire). n = 100 schoolteachers (interviews). | North West Not indicated. |
Triegaardt and Hugo (2020) [38] | Investigating from an educational management perspective the factors that influence schoolteacher job satisfaction. | A quantitative approach. Utilized a self-developed questionnaire. | n = 146 male schoolteachers. | Mpumalanga Rural and former Model-C schools. |
Vilakazi (2021) [39] | Exploring contributors to job satisfaction of township high school teachers. | A qualitative approach. | n = 4 schoolteachers. | Gauteng One Quintile 3 school. |
Hansen, et al. (2015) [40] * | Investigating the relationship between psychological capital subjective well-being, burnout, and job satisfaction. | A quantitative approach with a cross-sectional research design. Utilized the Psychological Capital Questionnaire (PCQ), Satisfaction with Life Scale (SWLS), Oldenburg Burnout Inventory (OLBI), and Minnesota Job Satisfaction Questionnaire (MSQ). | n = 103 schoolteachers. | KwaZulu-Natal Four schools. |
Maxwell (2012) [41] * | Investigating the relationship between occupational stress and job satisfaction. | A quantitative approach with a cross-sectional research design. Utilized the Occupational Stress Scale and Job Satisfaction Survey (JSS). | n = 118 schoolteachers. | Western Cape Seven schools. |
Peltzer et al. (2009) [42] * | Determining the relationship between job stress, job satisfaction and stress-related illnesses. | A quantitative approach with a cross-sectional research design. Utilized a self-developed questionnaire. | n = (20626 * 97% = 20001) | Teachers at public schools across South Africa. |