Osseiran, Lara2024-06-142024-06-142000Osseiran, L. (2000). Factors that Affect Teachers' Quality of Professional Life (SBS thesis, Haigazian University)https://doi.org/10.62811/th.0003https://haigrepository.haigazian.edu.lb/handle/123456789/145Increasingly, national and international initiatives are directed toward finding ways to improve the quality of the teaching profession for all teachers. One step in developing a high-quality staff would be in understanding the factors (work conditions, roles and responsibilities, and classroom practices) associated with teachers' perceptions regarding their teaching career (overall job satisfaction, work centrality, and occupational stress). The schools were randomly selected from a list of private schools in Beirut, Lebanon whose language of instruction is English. The list was available from the Center of Education Research and Development. Permission to involve the teachers was obtained from the principals of schools. 90 teachers out of one hundred-ten responded to the questionnaire that inquired about teacher's perceptions regarding the teaching career in terms of the factors that affect satisfaction on the job. The frequencies of the teachers' perceptions were measured through the selection of one of the following indicators: "a great deal, to some extent, not much." These indicators were represented consecutively by the numbers 3, 2, and 1. The questionnaire consisted of 31 questions. Frequency counts were calculated to detect the range required for the teachers' responses. In addition, Pearson product moment correlation coefficient was calculated to determine the level of the teachers' satisfaction on the job. Positive results were obtained by correlating classroom practices with overall job satisfaction (r = .355; p < 0.001). Another positive correlation was found between work centrality and classroom practices (r = .311; p < 0.001). Almost 98% of the teachers considered success on the job as important. In the case of roles and responsibilities with overall job satisfaction, there was a significant positive correlation between them (r = .316; p<0.001). Another significant positive correlation was obtained between work conditions and overall job satisfaction (r = .387; p<0.001). All subjects appear to place high value regarding classroom practices. They were all in favor of building warm relationships with their pupils. Further, only 17% of the subjects considered that job satisfaction is not good "most of the time." Finally, results showed that 16% of the subjects experienced stress in their present job.