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.