Afshar, H. S., & Doosti, M. (2016). Investigating the impact of job satisfaction/dissatisfaction on Iranian English teacher’s job performance. Iranian Journal of Language Teaching Research, 4(1), 97-115. https://tinyurl.com/43jbwjxj

Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery and Public Health, 2, Article 100051. https://doi.org/10.1016/j.glmedi.2024.100051

Alrawahi, S., Sellgren, S. F., Altoudy, S., Alwahaibi, M. B., & Brommels, M. (2020). The application of Herzberg’s two-factor theory of motivation to job satisfaction on clinical laboratories in Omani hospitals. Heliyon, 6(9), Article e04829. https://doi.org/10.1016/j.heliyon.2020.e04829

Alshmemri, M., Shahwan-Aki, L., & Maude, P. (2017). Herzberg’s two factor theory. Life Sciences Journal, 14(5), 12-16. https://doi.org/10.7537/marslsj140517.03

Ansah-Hughes, W. (2016). Assessing the impact of teacher job satisfaction among teachers. Journal of Education and Practice, 7(30), 161-165. https://tinyurl.com/vw57zzyk

Aryawan, I. W., Ayung, A. A. G., Sulindawati, N. L. G. E., & Werang, B. R. (2024). Exploring the effect of interpersonal communication, conflict management, ASTA Brata leadership style, and motivation on job satisfaction of teachers. Pagem Journal of Education Instruction, 14(2), 331-339. https://doi.org/10.47750/pegegog.14.02.39

Bahtilla, M., & Hui, X. (2021). The impact of school environment on teachers’ job satisfaction in secondary schools. European Journal of Education Studies, 8(7), 16-43. https://doi.org/10.46827/ejes.v8i7.3799

Basar, Z. M., Mansor, A. N., & Hamid, A. H. A. (2021). The role of transformational leadership in addressing job satisfaction issues among secondary school teachers. Creative Education, 12(8), 1939-1948. https://doi.org/10.4236/ce.2021.128148

Ben-Eliyahu, A. (2021). Sustainable learning in education. Sustainability, 13, Article 4250. https://doi.org/10.3390/su13084250

Berger, R. (2015). Now I see it, now I don’t: Researchers position and reflexivity in qualitative research. Qualitative Research, 15(2), 219-234. https://doi.org/10.1177/1468794112468475

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Brear, M. (2019). Process and outcomes of a recursive, dialogic member checking approach: A project ethnography. Qualitative Health Research, 29(7), 944-957. https://doi.org/10.1177/1049732318812448

Bušatlic, S., & Mujabašić, A. (2018). Herzberg’s two-factor theory of job satisfaction-comparative study between private and public high school teachers in Canton Sarajevo. International Journal of Business Management and Research, 8(6), 27-48.

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality and Quantity, 56, 1391-1412. https://doi.org/10.1007/s11135-021-01182-y

Changar, M., & Atan, T. (2021). The role of transformational and transactional leadership approaches on environmental and ethical aspects of CSR. Sustainability, 13, Article 1411. https://doi.org/10.3390/su13031411

Chavan, S., & Warke, P. (2018). Applicability of Herzberg’s theory in assessing teacher’s job satisfaction. International Journal of Research in Management, Economics and Commerce, 8(2), 133-136. https://tinyurl.com/2mpy463z

Crisci, A., Sepe, E., & Malafronte, P. (2019). What influences teacher job satisfaction and how to improve, develop and reorganize the school activities associated with them. Quality and Quantity, 53, 2403-2419. https://doi.org/10.1007/s11135-018-0749-y

Curado, C., Henriques, P. L., Jeronimo, H. M., & Azevedo, J. (2022). The contribution of communication of employee satisfaction in service firms: A causal configurational analysis. Vision. Advance online publication. https://doi.org/10.1177/09722629221101157

Darwin Holmes, A. G. (2020). Research positionality -A consideration of its influence and place in qualitative research-A new research guide. Shanlax International Journal of Education, 8(4), 1-10.  https://doi.org/10.34293/education.v8i4.3232

Demirdag, S. (2015). Assessing teacher self-efficacy and job satisfaction: Middle school teachers. Journal of Educational and Instructional Studies in the World, 5(3), 35-43.

Dilekçi, U. (2022). Teacher autonomy as a predictor of job satisfaction. Bartin University Journal of Faculty of Education, 11(2), 328-337. https://doi.org/10.14686/buefad.1020340

Emoja, M. M. (2016). Job satisfaction and teacher turnover intention in secondary schools in Kakamega central district Kenya. International Journal of Education and Research, 4(3), 85-100. https://tinyurl.com/jwbuvn6v

Ertürk, R. (2023). The effect of teacher autonomy on teachers’ professional dedication. International Journal of Psychology and Educational Studies, 10(2), 494-507. https://doi.org/10.52380/ijpes.2023.10.2.1048

Fitriani, S., & Istaryatiningtias, I. (2020). Promoting child-friendly school model through school committee as parents’ participation. International Journal of Evaluation and Research in Education, 9(4), 1025-1034. https://doi.org/10.11591/ijere.v9i4.20615

Fitriani, S., Istaryatiningtias, I., & Qodoriah, L. (2021). A child friendly school: How the school implements the model. International Journal of Evaluation and Research in Education (IJERE), 10(1), 273-284. https://doi.org/10.11591/ijere.v10i1.20765

Gangwar, N., Debrath, B., Roopa, K. V., Sambargi, S., & Hegde, S. R. (2022). Employees locked at home: Revisiting motivation theory-An analytical study. Journal of Positive School Psychology, 6(3), 9860-9878. https://tinyurl.com/4rsymwdm

Gurr, H., Oliver, L., Harvey, O., Subedi, M., & van Teijlinghen, E. (2024). The importance of positionality for qualitative researcher. Dhaulagiri Journal of Sociology and Anthropology. 18(1), 48-54. https://doi.org/10.3126/dsaj.v18i01.67553

Hosna, A., Islam, S., & Hamid, M. (2021). A review of the relationship of idealized influence, inspirational motivation, intellectual stimulation and individual consideration with sustainable employees performance. International Journal of Progressive Sciences and Technologies, 25(1), 322-326. https://bit.ly/3V7kZn3

Ihensekien, O. A., & Joel, A. C. (2023). Abraham Maslow’s hierarchy of needs and Fredick Herzberg’s two factor motivation theories: Implications for organizational performance. The Romanian Economic Journal, 26(85), 31-48. https://doi.org/10.24818/REJ/2023/85/04

Iqbal, A., Aziz, F., Farrooqi, T. K., & Ali, S. (2016). Relationship between teachers’ job satisfaction and students’ academic performance. Eurasian Journal of Educational Research, 65, 335-344. https://bit.ly/3OlpdDx

Kapa, R., & Gimbert, B. (2017). Job satisfaction, school rule enforcement, and teacher victimization. School Effectiveness and School Improvement, 29(1), 150-168. https://doi.org/10.1080/09243453.2017.1395747

Kasalak, G., & Dağyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the teaching and learning. International Survey, Educational Sciences: Theory and Practice, 20(3), 16-33. https://bit.ly/4fCxuiD

Khan, I. U., Amin, R. U., & Saif, N. (2022). Individualized consideration and idealized influence of transformational leadership: Mediating role of inspirational motivation and intellectual stimulation. International Journal of Leadership in Education. Advance online publication. https://doi.org/10.1080/13603124.2022.2076286

Korejan, M. M., & Shahbazi, H. (2016). An analysis of the transformational leadership theory. Journal of Fundamental and Applied Sciences. 8(3_SI), 452-461. https://doi.org/10.4314/jfas.v8i3s.192

Liu, S., Keeley, J. W., Sui, Y., & Sang, L. (2021). Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration. Studies in Educational Evaluation, 71, Article 101099. https://doi.org/10.1016/j.stueduc.2021.101099

Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641-659. https://doi.org/10.1080/09243453.2020.1764593

Lyons, D., & Scull, J. (2024). Critiquing narrative inquiry’s epistemological pillars within a large-scale study into the teaching of phonics. International Journal of Research and Method in Education, 47(2), 114-125. https://doi.org/10.1080/1743727X.2023.2196066

Machumu, H. J., & Kaitila, M. M. (2014). Influence of leadership styles on teachers’ job satisfaction: A case of selected primary schools in Songea and Morogoro Districts, Tanzania. International Journal of Educational Administration and Policy Studies, 6(4), 53-61. https://doi.org/10.5897/IJEAPS12.036

Mahlomaholo, S. M. G. (2012). Early school leavers and sustainable learning environments in rural context. Perspectives in Education, 30(1), 101-110. https://tinyurl.com/34aw4s77

McKim, C. (2023). Meaningful member-checking: A structured approach to member checking. American Journal of Qualitative Research, 7(2), 41-52. https://bit.ly/4hVF6yl

Mdletshe, N., & Mzimakwe, T. I. (2023). An analysis of the influence of transformational leadership in taxation organization in the Kwazulu-Natal region. Journal of Contemporary Management, 20(1), 350-375. https://doi.org/10.35683/jcm21070.200

Meney, D. (2024). Impact of leadership styles on job satisfaction among teachers in secondary schools in Monduli District. European Journal of Theoretical and Applied Sciences, 2(2), 889-913. https://doi.org/10.59324/ejtas.2024.2(2).80

Ministry of Education and Training. (2018). Lesotho inclusive education policy. Morija Printing Works. https://bit.ly/3AV6pbg

Mohammed, I., & Abdulai, R. (2022). Factors affecting secondary school teachers’ motivation in the Elliotdale Circuit, South Africa. African Educational Research Journal, 10(3), 211-218. https://doi.org/10.30918/AERJ.103.19.030

Moloele, R. L., & Moeti, K. B. (2024). Critiquing various antecedents of job satisfaction and job performance of the work place in schools. Research in Educational Policy and Management, 6(1), 161-179. https://doi.org/10.46303/repam.2024.11

Mwadime, S. M., & Yusuf, M. (2022). Influence of transformational leadership on performance of the National Government administration, Kenya. International Journal of Management and Commerce Innovations, 10(2), 91-101. https://doi.org/10.5281/zenodo.7244461

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1-8. https://doi.org/10.1177/16094069231205789

Nameda, A., Kumaki, Y., Hashimoto, Y., & Toda, Y. (2022). Distributive justice and development: Toward an integrative understanding of reward and responsibility distributions. Journal of Moral Education, 52(4), 435-452. https://doi.org/10.1080/03057240.2022.2134095

Niňeza, V. E., Hagutin, J. M. S., & Chua, A. L. (2023). Effects of teachers’ burnout to their job satisfaction. International Journal of Multidisciplinary Research, 5(6), 1-22. https://doi.org/10.36948/ijfmr.2023.v05i06.8280

Niu, J., Fan, C., Wang, Z., & Chen, Y. (2023). Multi-level analysis of factors on teacher job satisfaction across Japan and South Korea: Evidence from TALIS 2018. Sage Open, 13(2), 1-14. https://doi.org/10.1177/21582440231178533

Okeke, C. I., & Mtyuda, P. N. (2017). Teacher job dissatisfaction: Implications for teacher sustainability and social transformation. Journal for Teacher Sustainability, 19(1), 54-68. https://doi.org/10.1515/jtes-2017-0004

Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), Article 12763. https://doi.org/10.3390/ijerph182312763

Panagopoulos, N., Karamanis, K., & Anastasiou, S. (2024). Exploring the impact of different leadership styles on job satisfaction among primary school teachers in Achaia Region Greece. Education Sciences. 14(14), Article 45. https://doi.org/10.3390/educsci14010045

Pepper, C., & Wildy, H. (2009). Using narratives as a research strategy. Qualitative Research Journal, 9(2), 18-26. https://doi.org/10.3316/QRJ0902018

Perera, K. D. R. L. J. (2023). Applying thematic analysis to analyse qualitative data: A researcher’s experience. International Journal of Research and Innovation in Social Science, 7(2), 1334-1340. https://bit.ly/3CA8FFh   

Polatcan, M., & Cansoy, R. (2019). Examining studies on the factors predicting teachers’ job satisfaction: A systematic review. International Online Journal of Education and Teaching, 6(1), 1154-1172. https://tinyurl.com/mw2tpudb

Pratiwi, V. H., & Hariri, H. (2022). Evaluation of child friendly schools in building student character: A Literature Review, 5(8), 3193-3198. https://doi.org/10.47191/ijcsrr/V5-i8-47

Roberts, R. E. (2020). Qualitative interview questions: Guidance for novice researchers. The Qualitative Report, 25(9), 3185-3203. https://doi.org/10.46743/2160-3715/2020.4640

Sepiriti, S. (2024). Analysing factors inhibiting teacher leadership initiatives in Lesotho secondary schools. European Journal of Educational Management, 7(1), 19-29. https://doi.org/10.12973/eujem.7.1.19

Tesfay, B. W., Kiflemariam, A., & Muraya, P. (2022). The effect and correlates of communication on job satisfaction at Don Bosco secondary schools, in Ethiopia. Journal of Research Innovation and Implications in Education, 6(3), 389-399. https://tinyurl.com/yf53aunv

Thanh, G. H., & Quang, N. V. (2022). Transformational, transactional, laissez-faire leadership styles and employee engagement: Evidence from Vietnam’s public sector. SAGE-Open, 12(2), 1-18. https://doi.org/10.1177/21582440221094606

 Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247

Torres, D. G. (2017). Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools. Teaching and Teacher Education, 79, 111-123. https://doi.org/10.1016/j.tate.2018.12.001

Tria, J. Z. (2023). Job satisfaction among educators: A systematic review. International Journal of Professional Development, Learners and Learning, 5(2), Article ep2310. https://doi.org/10.30935/ijpdll/13212

Tripathy, A., & Sahoo, T. (2020). A comparative analysis on motivational theories of Herzberg’s two factor theory and Douglas MC Gregor’s theory X and Y. International Journal for Innovative Research in Multidisciplinary Field, 6(4), 205-209. https://tinyurl.com/5x8a6852

Werang, B. R., & Agung, A. A. G. (2017). Teacher’s job satisfaction, organizational commitment and performance in Indonesia: A study from Merauke District, Papua. International Journal of Development and Sustainability, 6(8), 700-711. https://tinyurl.com/mwnexya4

Xiao, E., Sun, M., Lv, K., Zhu, X., & Jia, W. (2023). Development and validation of child-friendly school environment questionnaire from Chinese culture. Frontiers in Psychology, 14, Article 1288085. https://doi.org/10.3389/fpsyg.2023.1288085 

Zafar, T., Al Ajmi, Q., Chaubey, D. S., & Salando, J. B. (2018). Analyzing leadership style to become a legend leader: An exploration. International Journal of Engineering and Management Research, 8(3), 49-56. https://bit.ly/49bzQCD

Zondo, S. S., & Mncube, V. S. (2024). Teachers challenges in implementing a learner’s code of conduct for positive discipline in schools. South African Journal of Education, 44(2), Article 2410. https://doi.org/10.15700/saje.v44n2a2410