Teachers Satisfaction with Organization and Administration of Army Public School Dagshai

Teacher satisfaction is a vital factor influencing institutional effectiveness, professional commitment, and the overall quality of school education. In structured educational institutions such as Army Public School, Dagshai, effective organization and administration significantly shape teachers’ professional experiences. The present study investigated teachers’ satisfaction with the organizational and administrative functioning of the school, focusing on leadership style, communication systems, decision-making processes, administrative transparency, and institutional support. A descriptive survey method was adopted for the study. The sample comprised teachers of Army Public School, Dagshai, selected through an appropriate sampling technique. Data were collected using a self-constructed and expert-validated questionnaire covering dimensions such as clarity of roles, coordination, professional autonomy, and administrative support. Statistical tools including percentage, mean, and standard deviation were used for data analysis. The findings revealed that most teachers reported a high level of satisfaction with the school’s disciplined administrative structure, clear policies, and supportive leadership. However, areas such as greater participation in decision-making and enhanced professional development opportunities require attention. The study highlights the need for a balanced administrative approach that promotes both discipline and participatory leadership to strengthen teacher morale and institutional effectiveness.