Teachers Job Satisfaction And Quality Assurance: The Balance Fallacy Of Higher Education

Quality of Higher Education is one of the most important factors for the creation of ideal citizens and the development of peaceful nations. In recent years, Algerian higher education has come under immense pressure to react more quickly to the changing global higher educational contexts and their quality assurance requirements. Henceforth, national quality assurance (QA) systems became operational in almost all higher education institutions. The ultimate goal of these systems is to provide quality education and enhance learning outcomes. Nevertheless, it is usually difficult to apply the features of quality to higher education without prior estimation of the factors affecting teachers well-being. Teachers would deliver quality instruction to students, only if they are satisfied with their jobs. Besides, job satisfaction is a desired indicator of universities success. This paper sought specifically to determine teachers' level of satisfaction and investigate the influence of job security, working conditions, and support material on their overall satisfaction. The study was guided by Herzberg Two-Factor Theory of Satisfaction and used a descriptive survey design. The population was English language teachers of the department of English language and literature, at Mohamed Lamine Debaghine Sétif2 University. Purposeful sampling was used in this study, resulting in a sample of 31 teachers. Data was collected through an online self-designed survey questionnaire and analyses were done using Statistical Package for Social Sciences version 23. The findings identified support material as the first job dissatisfier followed by working conditions and job security. The study recommends among others for the government to address teachers' problems through providing adequate teaching facilities, comforting physical services, promotion and accommodation