<![CDATA[The quality of education and student learning outcomes are significantly influenced by primary school teacher job satisfaction, yet limited evidence exists on the contextual factors influencing teachers' satisfaction in Khulna, Bangladesh. The objective is to identify the factors affecting job satisfaction among primary-level school teachers in Khulna and to understand their actual experiences within the educational system. A qualitative phenomenological approach was employed, using purposive sampling to select 30 primary school teachers from government and non-government institutions. Semi-structured interviews were conducted, and data were analyzed following Braun and Clarke’s six-step thematic analysis. The results found five major themes: compensation challenges, limited professional development opportunities, variations in administrative support, inadequate classroom resources and infrastructure, and differing levels of community recognition, which together illustrate how teachers’ job satisfaction is shaped by the interaction of financial, institutional, material, and social conditions. The study contributes context-specific insights into teacher satisfaction in Khulna and highlights the need for targeted policy interventions. Based on the findings, actionable implications include ensuring timely and adequate salary structures, expanding decentralized professional development access for rural teachers, implementing structured leadership training, and prioritizing infrastructure upgrades in low-resource schools. These measures directly align with the lived challenges reported by teachers and provide grounded recommendations for improving both teacher well-being and educational outcomes.]]>
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