Moderating the Role of Perceived Organisational Support on Work Environment to Teachers ' Job Satisfaction in Developing Countries: The Case of Tanzanian Public Secondary Schools

Abstract

This paper explores the influence of perceived organizational support as amoderating factor on teachers' job satisfaction within selected public secondaryschools in Tanzania. The study utilized a self-administered questionnaire togather data from 399 teachers, serving as both the units of inquiry andanalysis. PLS-SEM, complemented by Smart PLS3, was employed for dataanalysis. The Organization Support Theory and the Two Factor Theory byHerzberg served as the study's guiding principles. The results showed thatrecognition procedures, professional development opportunities, andworkspace amenities all had a direct and positive influence on teachers' jobsatisfaction. Furthermore, the findings showed a positive moderation effect ofperceived organizational support on workplace facilities, professionaldevelopment opportunities, and job satisfaction. This implies that the workenvironment, when moderated by perceived organizational support, influencesteachers ' satisfaction with their job. Therefore, school managers, government,and other stakeholders should consider moderating the role of perceivedorganizational support to the work environment as an impetus factor toincrease teachers ' job satisfaction.Keywords: Perceived organizational support, job satisfaction, work environment, Tanzanianpublic secondary schools