Challenges of Low Salaries and Their Impact on Teachers’ Workload and Motivation in Private Schools

Abstract

This study investigates the challenges of low salaries and their impact on teachers’ workload, motivation, and job satisfaction in private schools in Faisalabad, Pakistan. The population comprised all teachers working in the city’s 500 private schools, from which 120 teachers were selected through a combination of convenience and random sampling. Data were collected using a structured and pre-tested questionnaire, with a Cronbach’s alpha reliability score of 0.721. The demographic profile revealed that the majority of teachers were young (20–30 years), predominantly female (90%), and relatively well-qualified, with 55% holding bachelor’s degrees and 40% M.Phil. qualifications. However, salary distribution indicated that most earned less than PKR 20,000, with 55% expressing dissatisfaction with their pay. Descriptive statistics highlighted that while teachers managed a moderate workload of 2–3 periods daily, they reported dissatisfaction with salary adequacy, increments, and financial support. Correlation and regression analyses showed that salary satisfaction (ρ = 0.62, β = 0.41) and increment expectations (ρ = 0.71, β = 0.33) were the strongest predictors of teacher motivation and performance. There were other non-monetary factors that also acted as incentives or appreciation, but held relatively less value. The results highlight that low pay and small financial advancement can hinder teacher satisfaction and retention, even in the presence of other motivators. The research concludes that paying teachers with competitive salary scales, opening increment policies, recognition mechanisms and opportunities for professional growth should be employed on a parallel basis to increase job motivation level towards learning environment sustainability in the private schools of Pakistan. Incentives to lower teacher’s mobility could be developed in the form of competitive salaries and clear policies for salary increments at private schools. A happy medium of cash and extra financial support (acknowledgement, education) will create a happier work place for teachers as well as better education system.

Key words: Teacher motivation, Workload management, Private schools, Education 

https://doi.org/10.5281/zenodo.17222640