Addressing Job Satisfaction in Jordan’s Public Schools: The Influence of Perceived Organizational Support on Maslow’s Hierarchy and Self-Determination Theory

Abstract

This conceptual paper explores how integrating Maslow’s Hierarchy of Needs and Self-Determination Theory can enhance job satisfaction among educators in Jordan's public schools, with a particular focus on perceived organizational support. The study emphasizes that perceived organizational support plays a crucial moderating role in the relationship between various job satisfaction factors and educators' experiences. Challenges such as low pay, heavy workloads, and insufficient professional development opportunities highlight the need for a nuanced understanding of how these factors, coupled with organizational support, impact teacher morale and retention. The proposed framework suggests that a supportive organizational context enhances the effects of both foundational and psychological needs, fostering higher job satisfaction. By illustrating the significance of perceived organizational support in amplifying job satisfaction, the paper aims to provide educational leaders with actionable strategies to address teachers' diverse needs. This research contributes to the understanding of job satisfaction in the Middle Eastern educational context and offers pathways to improve teacher retention and create a more conducive work environment in Jordan's public schools.