Satisfaction and involvement of Moroccan teachers in the work: the determining role of the school climate

Abstract

Despite successive reforms, the failures of the Moroccan education system persist. This article focuses on the work environment (under school climate angle) in which these reforms take place, and its impact on teacher satisfaction and involvement, the two attitudes underlying several organizational behaviors. The results of this study, which is based on a quantitative approach using a multi-scale questionnaire, show that teacher satisfaction and involvement is closely linked to teachers' perceptions of the school climate. Thus, particular attention should be paid to human resource management practices that promote the working climate of schools when designing any reform.