Main Article Content
Job satisfaction among school teachers is considered to be one of the crucial aspects in the arena of educational leadership and organizational behaviour. In addition, the question of if school associated attributes contribute to school settings has become a hot cake in the present context. Amidst this, the study aims to examine the job satisfaction of school teachers across their school related attributes. For achieving this purpose, a cross-sectional survey was employed embracing post-positivist paradigm among 345 school teachers from Dhading district, Nepal who were the respondents of this study. The data were collected through questionnaire, analysed with parametric test, and encompassed social exchange theory for discussing the findings of this study. From the study, it was revealed that job satisfaction of teachers is influenced by the school type, and service periods. In addition, the job nature and educational qualification was also found to be contributing to add pleasure in job considering pay and work environment respectively. Furthermore, the school related attributes were discovered to be assisted by social exchange relations and motivated the teachers towards job satisfaction. Finally, the study indicates that the teachers who are satisfied in their jobs demonstrate the high level of organizational citizenship behaviour, job performance, commitment, and retention in school. As a result, it ultimately benefits the school by increasing their work productivity and academic success.