m.nasri@univ-soukahras.dz

a.rachef@univ-soukahras.dz

a.benmohamed@univ-soukahras.dz

i.hadjab@univ-soukahras.dz

Lecturer Professor

Full Professor, Science & Technology of Physical & Sports Activities

Institute of Science and Technology

of Physical and Sports Activities Souk Ahras University

(Algeria)

Reception: 12/26/2025 - Acceptance: 05/23/2026

1st Review: 03/10/2026 - 2nd Review: 05/21/2026

Accessible document. Law N° 26.653. WCAG 2.0

Suggested reference: Nasri, M.C., Rachef, A.M., Benmohamed, A., & Hadjab, I. (2026). Job Satisfaction among Physical Education Teachers in Middle Schools in Souk Ahras Province, Algeria. Lecturas: Educación Física y Deportes, 31(339), 34-47. https://doi.org/10.46642/efd.v31i339.8708

 

Abstract

    The study aimed to identify the level of job satisfaction among physical education teachers in middle schools. To achieve this, a stratified random sample of 36 teachers was selected, and a questionnaire consisting of 20 statements was distributed to them. The statements were formulated according to the Likert scale, and their validity and reliability were verified using appropriate tools. The study found that the level of job satisfaction among the sample was moderate, with no statistically significant differences in job satisfaction levels based on years of professional experience or academic qualifications. The researchers recommended improving working conditions to enhance teachers' job satisfaction, which in turn could increase their productivity.

    Keywords: Job satisfaction. Physical Education and Sports Teachers. Middle school.

 

Resumen

    El estudio tuvo como objetivo identificar el nivel de satisfacción laboral del profesorado de educación física en escuelas secundarias. Para ello, se seleccionó una muestra aleatoria estratificada de 36 docentes y se les distribuyó un cuestionario compuesto por 20 afirmaciones. Las afirmaciones se formularon según la escala de Likert, y su validez y fiabilidad se verificaron mediante las herramientas adecuadas. El estudio reveló que el nivel de satisfacción laboral en la muestra era moderado, sin diferencias estadísticamente significativas en los niveles de satisfacción laboral según los años de experiencia profesional o la titulación académica. Los investigadores recomendaron mejorar las condiciones laborales para aumentar la satisfacción laboral del profesorado, lo que a su vez podría incrementar su productividad.

    Palabras clave: Satisfacción laboral. Profesorado de Educación Física y Deportiva. Escuela media.

 

Resumo

    O estudo teve como objetivo identificar o nível de satisfação no trabalho entre professores de educação física do ensino fundamental II. Para isso, foi selecionada uma amostra aleatória estratificada de 36 professores, aos quais foi distribuído um questionário com 20 afirmações. As afirmações foram formuladas de acordo com a escala Likert, e sua validade e confiabilidade foram verificadas utilizando ferramentas apropriadas. O estudo constatou que o nível de satisfação no trabalho entre a amostra foi moderado, sem diferenças estatisticamente significativas nos níveis de satisfação com base nos anos de experiência profissional ou na formação acadêmica. Os pesquisadores recomendaram a melhoria das condições de trabalho para aumentar a satisfação dos professores, o que, por sua vez, poderia aumentar sua produtividade.

    Unitermos: Satisfação no trabalho. Professores de Educação Física e Esportes. Ensino Fundamental II.

 

Lecturas: Educación Física y Deportes, Vol. 31, Núm. 339, Ago. (2026)

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Introduction 

 

    The process of teaching physical and sports education is an integrated operation that involves various components of the educational system, with the teacher being one of its fundamental elements. The teacher strives to ensure the success of this process despite the unique demands of the profession, which differ in form and substance from other teaching disciplines. This role requires additional effort and the possession of both cognitive and performance competencies that enable the teacher to effectively implement the prescribed curriculum. The more proficient the teacher is in fulfilling their instructional duties, the greater the enhancement in students' knowledge across multiple dimensions-psychomotor, cognitive, and affective. This elevation in knowledge contributes significantly to productivity, progress, and overall development.

 

    To achieve such performance and productivity, it is essential to consider the various material and moral factors that surround the physical education teacher and influence their emotional state. These factors can generate either positive or negative feelings, which in turn affect the teacher’s motivation, creativity, and optimal performance. Hence, it is imperative that the physical education teacher experiences job satisfaction. It is widely acknowledged that the success of any professional endeavor, regardless of its nature, requires a strong sense of contentment and conviction, which fosters the motivation needed for continued achievement. (Tamchebash, & Messahli, 2022).

 

    In this context, Jan, & Jager (2025) emphasize that job satisfaction reflects the positive or negative feelings an employee develops about their job responsibilities. It is a subjective perception, as the factors that may satisfy one employee might not be effective for another. What pleases a teacher in one subject may not satisfy a teacher in another. Job satisfaction is thus a critical component of psychological well-being and is often considered a key indicator of job performance and employee retention.

 

    Guinot (2021) also points out that numerous studies have demonstrated the significance of job satisfaction. It has been found to be linked to a range of behaviors relevant to both the individual and the organization, including job performance, absenteeism, and organizational citizenship behavior. At a broader level, job satisfaction is often viewed as an expression of higher-order work attitudes. The general perception of job satisfaction fundamentally differs from the mere sum of satisfaction levels across various job facets. Moreover, there appears to be an affective component to facet-specific job satisfaction, with personality traits-such as positive and negative affect-being strongly associated with satisfaction in several job-related areas.

 

    Job satisfaction is regarded as one of the most important factors in an employee’s success at work. It serves as a primary driver for job enthusiasm, effective performance, and the desire for innovation and development. Conversely, job dissatisfaction has been linked to two major negative outcomes: psychological disorders and various heart diseases, both of which can arise from emotional distress and discomfort in the workplace. (Al-Baroudi, 2015)

 

    Bahnassi (2011) argues that job satisfaction is a fundamental pillar for ensuring job stability and providing a conducive work environment for physical education teachers. Their work environment differs significantly from other subjects, as it requires specific equipment and outdoor facilities, the absence of which may hinder performance. Furthermore, job satisfaction is deeply connected to the teacher’s relationships with colleagues, students, and administrators, which are expressed through the communication patterns that shape daily interactions. Healthy relationships among these stakeholders significantly contribute to improving teacher morale and fostering a sense of belonging within the work environment.

 

    Gazali et al. (2024) affirm that in recent decades, the job satisfaction of physical education teachers has become a topic of considerable interest in academic literature. This is due to the crucial role that teacher satisfaction plays in the quality of education and its potential impact on student achievement.

 

    From this standpoint, and in view of the critical importance of job satisfaction among physical education teachers in enhancing their productivity and instructional output, the present study poses the following research question: What is the level of job satisfaction among middle school physical education teachers in Souk Ahras Province (Algeria)?

 

Research Hypotheses 

 

    General Hypothesis 

 

    Physical education teachers at the middle school level in the Souk Ahras province exhibit a moderate level of job satisfaction.

 

    Sub-Hypotheses 

• There are statistically significant differences in the level of job satisfaction among middle school physical education teachers in the Souk Ahras province due to years of experience.

• There are statistically significant differences in the level of job satisfaction among middle school physical education teachers in the Souk Ahras province due to academic qualifications.

    Research Objectives 

• To determine the level of job satisfaction among middle school physical education teachers in the Souk Ahras province.

• To identify differences in job satisfaction levels among these teachers based on academic qualifications.

• To explore theoretical foundations and previous studies addressing job satisfaction among physical education teachers.

Operational Definitions of the Study Variables 

 

    Job Satisfaction: Job satisfaction is a multidimensional construct with several facets. It refers to the feelings of happiness and contentment experienced by an individual during the performance of their job, as well as the extent to which they receive recognition and appreciation for their efforts. This perception is influenced by their role, their work group, supervisors, and the internal and external environment of the organization. (Abdellatif, 2015)

    Operationally, it is defined as the score obtained from administering a job satisfaction questionnaire to the study sample.

 

    Physical Education Teachers: Specialist educators responsible for teaching physical education to students.

 

    Middle School Stage: The educational level following primary education, comprising four academic years.

 

Previous Studies 

 

1.     Nasir Ahmida et al. (2019) 

 

    "Assessing the Level of Job Satisfaction and Its Relationship with Achievement Motivation"

 

    This study aimed to assess both job satisfaction and achievement motivation levels, and to explore the relationship between the two among physical education teachers. It also examined differences based on professional experience. The sample included 65 randomly selected high school teachers from a total population of 113 in Ouargla province. The researchers employed a descriptive correlational approach, utilizing both job satisfaction and achievement motivation scales. Results revealed high levels of job satisfaction and achievement motivation, with no statistically significant differences based on professional experience. A significant positive correlation was found between job satisfaction and achievement motivation.

 

2.     Bourghda, & Miroh (2015) 

 

    "Job Satisfaction of Physical Education Teachers in Middle School and Its Relationship to Their Performance".

 

    This study investigated the correlation between job satisfaction and performance among middle school physical education teachers, using two questionnaires for each variable. The sample comprised 130 teachers from the provinces of Constantine, Mila, Batna, and Setif. Results indicated a strong, statistically significant correlation between job satisfaction and performance, as well as between personal variables (e.g., experience, work relationships, gender, classroom assignment) and both job satisfaction and performance.

 

3.     Ben Aissa (2019) 

 

    "Job Satisfaction and Its Relationship with Quality of Life Among Physical Education Teachers".

 

    The study sought to determine the correlation between job satisfaction and quality of life. Using a descriptive correlational method, the study was conducted among 124 secondary school teachers in Biskra province. A comprehensive sampling approach was used, and tools included the Job Satisfaction Scale, and the WHO Quality of Life Scale (1997), Findings indicated a significant positive correlation between job satisfaction and quality of life.

 

4.     Temchebach, & Massaheli (2022) 

 

    "Job Satisfaction and Its Relationship with Achievement Motivation: A Field Study of Physical Education Teachers in the Second District of Biskra Province".

 

    This study examined levels of job satisfaction and achievement motivation, and the relationship between them. Using a descriptive correlational design, the study surveyed 37 secondary school physical education teachers. Data were collected via validated scales, and results showed moderate levels of job satisfaction and motivation, along with a weak positive correlation between the two.

 

5.     Ababou (2020) 

 

    "Job Satisfaction Among Primary School Teachers: A Field Study in Selected Schools in Chlef Province".

 

    The objective was to examine differences in job satisfaction based on gender, experience, and education level among 41 purposefully selected primary school teachers. Using the Job Satisfaction Questionnaire by Al-Bilady (2011), findings revealed no statistically significant differences related to any of the examined variables.

 

6.     Mäkelä et al. (2015) 

 

    "Determinants of PE Teachers’ Career Intentions".

 

    This study analyzed data from 1,084 physical education teachers to determine factors influencing their job satisfaction and intent to remain in the profession. Using principal component analysis and logistic regression, seven key determinants were identified: resources, professional community, experience, recognition, job management, student interaction, and job quality. Satisfaction and teaching commitment emerged as strong indicators of career retention, particularly among early-career teachers.

 

Methodology 

1.     Study Population and Sample 

 

    The population of this study consists of 80 middle school physical education teachers. A stratified random sampling method was used to select a sample of 36 teachers. Among them, 21 held a Bachelor's degree, and 15 held a Master's degree. The population of this study consists of 80 middle school physical education teachers. A stratified random sampling method was used to select a sample of 36 teachers. Among them, 21 held a Bachelor's degree, and 15 held a Master's degree. Ethical standards for human research were strictly followed, including participant anonymity and voluntary consent.

 

    In terms of professional experience, the sample was divided into two groups:

• Teachers with 10 or fewer years of experience (20 teachers).

• Teachers with more than 10 years of experience (16 teachers).

2.     Data Collection Instrument 

 

    A questionnaire was used to measure general job satisfaction, consisting of 20 items formulated according to a unidirectional five-point Likert scale. The level of job satisfaction was evaluated as follows:

• 1.00 to 1.79: Very low job satisfaction.

• 1.80 to 2.59: Low job satisfaction.

• 2.60 to 3.39: Moderate job satisfaction.

• 3.40 to 4.19: High job satisfaction.

• 4.20 to 5.00: Very high job satisfaction.

3.     Psychometric Properties of the Instrument 

 

    Validity 

 

    Validity represents one of the key quality standards in scientific research and is essential for ensuring the credibility of study findings. The validity of the questionnaire was verified using two methods:

a.     Content Validity (Expert Judgment) 

    The questionnaire was submitted to a panel of experts to assess content validity. Items with an agreement level exceeding 70% among the experts were retained.

 

b.     Internal Consistency Validity 

    Correlation coefficients between each item and the total questionnaire score ranged from 0.352 to 0.838, all of which were statistically significant at the 0.05 level.

Reliability 

 

    Reliability was confirmed using Cronbach’s Alpha coefficient, which yielded a value of 0.884, indicating a very high level of internal consistency.

 

Results 

 

General Hypothesis 

 

    The general hypothesis of this study posits that "physical education teachers at the middle school level in Souk Ahras Province exhibit a moderate level of job satisfaction."

    To verify this hypothesis, arithmetic means were calculated and compared with the degree ranges of the five-point Likert scale.

 

Variable	Mean	SD	Range	Level
Job Satisfaction	3.29	0.60	2.60–3.39	Moderate

Source: Authors

 

    Based on the results in Table 1, it appears that the level of job satisfaction among physical education teachers is moderate, with a mean score of 3.29, which falls within the defined moderate range (2.60–3.39).

 

Presentation and Analysis of Sub-Hypotheses 

 

    First Sub-Hypothesis 

 

    "There are statistically significant differences in the level of job satisfaction among middle school physical education teachers in Souk Ahras Province due to years of experience."

    

    To verify this, an independent samples t-test was conducted, as shown in the following table:

 

Experience	Mean	SD	t	Sig.	Significance	Level	Range
Less than 10 years	3.31	0.57	0.28	0.82	Not Significant at 0.05	Moderate	2.60-3.39
More than 10 years	3.27	0.65				Moderate

Source: Authors

 

    The results from Table 2 indicate that there are no statistically significant differences in job satisfaction based on years of experience. The obtained t-value was 0.28, with a p-value (Sig.) of 0.82, which exceeds the 0.05 threshold. Both groups reported moderate satisfaction levels.

 

    Second Sub-Hypothesis 

 

    "There are statistically significant differences in the level of job satisfaction among middle school physical education teachers in Souk Ahras Province due to academic qualification."

 

    An independent samples t-test was conducted to test this hypothesis, as shown below:

 

Qualification	Mean	SD	t	Sig.	Significance	Level	Range
Bachelor's	3.24	0.61	0.66	0.51	Not Significant at 0.05	Moderate	2.60–3.39
Master's	3.37	0.60				Moderate

Source: Authors

 

    According to Table 3, there are no statistically significant differences in job satisfaction based on academic qualification. The t-value was 0.66, and the significance level was 0.51, which is greater than 0.05. Both groups also reported a moderate level of job satisfaction.

 

Interpretation and Discussion of Hypotheses 

 

    General Hypothesis 

 

    The findings support the general hypothesis, as the results in Table (01) indicate a moderate level of job satisfaction among physical education teachers in Souk Ahras. This may be attributed to several factors. Teaching is a demanding and exhausting profession, requiring preparation, focus, and substantial physical and mental effort.

 

    Similarly, Daboucha (2016) found overall moderate satisfaction levels, with significant differences in components such as salary and promotion depending on age and experience, but not in fundamental elements like work conditions and peer relationships. This points to a certain uniformity in the core job environment. Nassir et al. (2019) concluded that satisfaction and achievement motivation were high, regardless of professional experience, suggesting stable organizational culture and equal administrative practices.

 

    Ben Aissa Saber and Saïd Mazroua (2017) also noted that the availability of teaching tools and improved salaries can contribute to satisfaction; however, if these elements are uniformly applied across institutions, this uniformity may reduce variability in satisfaction responses. Nasir Ahmida and Germoun Ali (2019) concluded that satisfaction and achievement motivation were high, regardless of professional experience, suggesting stable organizational culture and equal administrative practices.

 

    From a theoretical perspective, Herzberg’s two-factor theory provides useful insights. If hygiene factors such as work conditions are met uniformly, differences in motivation-related factors may not be sufficient to produce variations in satisfaction levels. Moreover, aspects of physical education-teamwork, student interaction, and physical activity-may compensate for individual job challenges, leading to a shared perception of satisfaction.

 

    First Sub-Hypothesis 

 

    The results did not support this hypothesis, as no significant differences were found in satisfaction levels between teachers with less than and more than ten years of experience. This could be due to common job-related stressors, such as a lack of resources and routine workload, affecting all teachers equally, regardless of seniority. Additionally, the absence of significant rewards or career progression associated with experience may reduce motivation and lead to similar satisfaction levels. (Judge, & Kammeyer-Mueller, 2012)

 

    Unmet expectations among experienced teachers and static organizational policies may also explain these results. According to Locke (1976), institutional conditions and low salaries may override the impact of professional tenure. Therefore, enhancing working conditions and offering appropriate incentives are essential to improving job satisfaction across all experience levels.

 

    Second Sub-Hypothesis 

 

    The findings did not confirm this hypothesis either, as teachers holding bachelor’s and master’s degrees reported similar satisfaction levels. This can be interpreted through Victor Vroom’s (1964) Expectancy Theory, which states that job satisfaction depends on the alignment between an individual’s efforts and the expected rewards. Teachers with higher qualifications may experience frustration if they perceive that advancement opportunities or professional recognition do not align with their academic credentials. Herzberg’s Motivation-Hygiene Theory (1959) also emphasizes the lack of promotional pathways and limited institutional support as causes for dissatisfaction.

 

Conclusion 

 

    This study, both in its theoretical and empirical components, investigated the level of job satisfaction among middle school physical education teachers in Souk Ahras. The findings reveal several structural shortcomings in the educational environment and highlight unmet needs that negatively impact job satisfaction.

 

    The results suggest that job satisfaction levels are generally moderate and homogenous, possibly due to shared challenges such as high workload and insufficient resources. The study also found no significant influence of experience or academic qualifications on satisfaction levels, indicating that institutional and organizational factors may play a more critical role.

 

    Improving job satisfaction among physical education teachers will require systemic changes, including better compensation, recognition, support systems, and opportunities for growth and development.

 

Recommendations 

• Reconsider teacher compensation policies to align better with their expectations and workload.

• Restore the social status of physical education teachers within the academic community.

• Implement occupational health services, especially psychological support, to improve teachers' well-being.

• Provide adequate infrastructure (gyms, equipment, and instructional tools) to facilitate teaching.

• Introduce early retirement schemes due to the physical and mental demands of the profession.

• Foster a collaborative work environment to reduce interpersonal conflicts among teaching staff.

• Offer career advancement opportunities and professional development programs to sustain motivation.

• Conduct further research on job satisfaction in physical education across various dimensions and demographic variables to propose practical solutions.

 

References 

 

Ababo, Y. (2020). Job Satisfaction among Primary School Teachers: A Field Study in Several Primary Schools in Chlef Province. Academy for Social and Human Studies, 12(4), 213-220. https://asjp.cerist.dz/en/article/120896

 

Abdel Latif, I. (2015). Job Satisfaction and Work Stress Management Skills. New Link Publishing and Training.

 

Al-Baroudi, M.A. (2015). Job Satisfaction and the Art of Interacting with Superiors and Subordinates. Arab Group for Training and Publishing.

 

Behensi, F.M.R. (2011). Job Satisfaction among Employees from the Perspective of Social Work. Dar Al-Wafa for Publishing.

 

Ben Aissa, S. (2019). Job Satisfaction and Its Relationship with Quality of Life among Physical Education and Sports Teachers [PhD Dissertation, University of Biskra]. http://thesis.univ-biskra.dz/4682

 

Bourghda, M., & Mirouh, A.W. (2015). Job Satisfaction of Physical Education and Sports Teachers at the Middle School Level and Its Relationship with Their Performance. Academy for Social and Human Studies, 7(1), 80-88. https://asjp.cerist.dz/en/article/73615

 

Daboucha, I. (2016). Job Satisfaction among Physical Education and Sports Teachers: A Field Study in Middle Schools in Eastern Bouira Province [Master’s Thesis, University of Mohamed Boudiaf, M’sila, Algeria]. https://search.shamaa.org/FullRecord?ID=298283

 

Gazali, N., Saad, N., Setiawan, E., & Lobo, J. (2024). A Systematic Literature Review on Job Satisfaction among Physical Education Teachers. Edu Sportivo: Indonesian Journal of Physical Education, 5(1), 94-109. https://doi.org/10.25299/esijope.2024.vol5(1).16320

 

Guinot, J., Monfort, A., & Chiva, R. (2021). Enhancing Job Satisfaction: The Role of Participative Decision-Making and Trust. Employee Relations: The International Journal, 43(6), 1397-1413. https://doi.org/10.1108/ER-10-2020-0462

 

Herzberg, F. (1959). The Motivation to Work. John Wiley & Sons, Inc.

 

Jan, M.T., & de Jager, J. (2025). Job Satisfaction Influenced by Training Satisfaction: An Empirical Study of University Employees. Review of Integrative Business and Economics Research, 14(2). https://buscompress.com/uploads/3/4/9/8/34980536/riber_14-2_02_b24-016_15-30.pdf

 

Judge, T.A., & Kammeyer-Mueller, J.D. (2012). A Meta-Analytic Review of Job Attitudes and Job Performance. Journal of Applied Psychology, 97(3), 367-389. https://doi.org/10.1146/annurev-psych-120710-100511

 

Locke, E.A. (1976). The Nature and Causes of Job Satisfaction. In M.D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology (pp. 1297-1349). Rand McNally. https://www.researchgate.net/publication/238742406

 

Mäkelä, K., Hirvensalo, M., Whipp, P., Makela, K., Hirvensalo, M., & Whipp, P. (2015). Determinants of Career Intentions among Physical Education Teachers. Journal of Teaching in Physical Education, 34(4), 680–699. https://doi.org/10.1123/jtpe.2014-0081

 

Nasir, A. et al. (2019). Assessing Job Satisfaction and Its Relationship with Achievement Motivation: A Field Study of Physical Education and Sports Teachers in the Secondary Education Stage in Ouargla Province. Journal of Human and Social Sciences, 5(02), 154-170. https://asjp.cerist.dz/en/article/103597

 

Tamshabash, M., & Massahli, A. (2022). Job Satisfaction and Its Relationship with Achievement Motivation among Physical Education and Sports Teachers: A Field Study of Teachers in District 2, Biskra Province. Al-Saraj Journal of Education and Community Issues, 6(2), 141-153. https://asjp.cerist.dz/en/article/189646

 

Vroom, V.H. (1964). Work and Motivation. John Wiley & Sons, Inc.

 

Lecturas: Educación Física y Deportes, Vol. 31, Núm. 339, Ago. (2026)