Journal of Education, Society and Behavioural Science

This study investigates job satisfaction among secondary school teachers working in the tribal regions of Western Odisha. The study aimed to assess overall job satisfaction levels and examine variations based on gender, caste category, marital status, and years of teaching experience. A quantitative, descriptive survey design was employed. The sample consisted of 459 teachers drawn from 50 randomly selected secondary schools in tribal areas of Western Odisha. The Job Satisfaction Questionnaire (JSQ) by Amar Singh and T. R. Sharma was used to gather data. Findings revealed that male, married, and more experienced teachers reported significantly higher levels of job satisfaction. Though not statistically significant, differences among caste groups were observed; teachers from Scheduled Tribes (ST) and Other Backward Classes (OBC) reported the lowest satisfaction levels. The study concludes that improving job satisfaction is essential to strengthening educational outcomes in tribal areas. It recommends targeted professional development, mentorship, and supportive policy measures tailored to the needs of educators in these communities.