Exploring the Relationship Between Compensation and Job Satisfaction Among Moroccan Public Secondary Teachers: A Case Study of the Casablanca-Settat Region

Abstract

This study investigates the impact of financial and non-financial compensation, along with perceived fairness, on job satisfaction among Moroccan public secondary school teachers in the Casablanca-Settat region. Grounded in Herzberg’s Two-Factor Theory and Equity Theory, the study employed a descriptive-correlational design using data collected from 121 middle and high school teachers through a structured survey. Descriptive findings reveal generally low satisfaction with financial compensation and fairness, and moderate perceptions of non-financial support. Spearman correlation results indicate that both financial and non-financial compensation are significantly associated with overall job satisfaction, with non-financial incentives, particularly student recognition, emerging as stronger predictors. However, perceived fairness showed no significant statistical association with satisfaction. These findings highlight the importance of improving both financial and non-financial elements of compensation to enhance teacher morale and retention. The study aims to provide evidence-based insights to inform education policymakers seeking to enhance job satisfaction and address structural challenges within Morocco’s public education sector.