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Dissertations / Theses on the topic 'Teachers Job satisfaction'

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Published: 4 June 2021

Last updated: 29 January 2023

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1

Giacometti, Karen S. Myers. "Factors affecting job satisfaction and retention of beginning teachers /." Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.

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2

Mertler, Craig A. "Teacher motivation and job satisfaction of public school teachers." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342021413.

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3

Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.

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The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD

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4

Chambers, Sandy Kay Bass Brown Frank. "Job satisfaction among elementary school teachers." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2911.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.

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5

Wu, Keung-fai Joseph, and 胡強輝. "Job satisfaction among secondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956968.

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Pisit, Siriruk McCarthy John R. "Job satisfaction of technical teachers in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633403.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, George Padavil, Lemuel W. Watson. Includes bibliographical references (leaves 82-92) and abstract. Also available in print.

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7

Hughes, Victoria M. "Teacher evaluation practices and teacher job satisfaction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4468.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.

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8

Schkolenko, Katie. "Comparing Job Satisfaction Between Certified and Noncertified Substitute Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5263.

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A rural, mid-sized district is experiencing great difficulty in the recruitment and retention of substitute teachers despite increased recruitment efforts. Such difficulty has resulted in numerous disruptions to the educational process. Despite their integral role in the educational process, research on substitute teachers remains absent from the literature. The purpose of this quantitative study was to assess the job satisfaction of substitute teachers with regard to differences between the two subgroups of certified and noncertified substitute teachers. This study was based on the two-factor theory. The research questions addressed the overall job satisfaction of substitute teachers, whether teacher job satisfaction (DV) differed by subgroup membership (IV), and the motivation and hygiene factors of substitute teaching. Survey data collection involved a cluster sampling of substitute teachers (N = 315, n = 51) working in four rural school districts experiencing shortages. Data were analyzed using ANOVA and thematic analysis. Demographic subgroups that reported above average job satisfaction were females, those with 1-3 years of experience, and those with the highest level of education being a bachelor's degree. The analysis uncovered a statistically significant difference between noncertified and certified substitute teachers only in the subcategory of satisfaction with pay, with certified substitute teachers being less satisfied. The most commonly reported motivation factors were the students, coworkers, and the nature of work; the most commonly reported hygiene factors were pay, student behavior, and communication. The study contributes to social change by identifying dissatisfying aspects of substitute teaching so that administrations may take action to alleviate the shortage, providing students with improved educational experiences with substitute teachers.

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9

Padilla-Vélez, David. "Job satisfaction of vocational teachers in Puerto Rico /." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249666992.

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10

Foley, Virginia P. "Self-Efficacy and Teacher Retention: Perception of Novice Teachers on Job Preparation, Job Support, and Job Satisfaction." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5987.

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The purpose of this qualitative study was to examine the perceptions of novice teachers in 1 school district regarding their professional experiences. Novice teacher was defined as someone with 5 years or fewer in the teaching profession. The study was of an emergent design using phenomenological qualitative methods that included face-to-face interviews, triangulation of information, and analyzation with specific adherence given to understanding the social phenomena of the lived experience from the participants’ perspectives. Specifically, the study addressed possible relationships between novice teachers’ experiences and perceptions of success and self-efficacy that contribute to their choice of continuing in the profession of teaching. Participants in this study ranged from 23-55 years of age, represented male and female gender, encompassed all levels of grade configuration within the school district (elementary, middle, high school), and covered experiences within each of the 5 years of defined novice work. Information was collected through individual one-on-one interviews covering preparatory programs, individual school sites, district induction programs, and the relationships developed within each spiraled experience. This study identified reasons for retention in the population of novice teachers and possible obstacles that might cause a novice teacher to leave the profession during or at the end of the 5 year apprenticeship. Information collected revealed that age, timing of entrance into a teaching career and preparatory programs had an effect on novice efficacy and job success. In addition data suggested that job support, job fulfillment, as well as future career choice were influenced by experiences a novice lived through within a school culture including type of administrative support, peer mentoring, collegial socialization, district expectations, and induction involvement.

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11

Redman, Suzanne F. "Self-Efficacy and Teacher Retention: Perception of Novice Teachers on Job Preparation, Job Support, and Job Satisfaction." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2611.

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The purpose of this qualitative study was to examine the perceptions of novice teachers in 1 school district regarding their professional experiences. Novice teacher was defined as someone with 5 years or fewer in the teaching profession. The study was of an emergent design using phenomenological qualitative methods that included face-to-face interviews, triangulation of information, and analyzation with specific adherence given to understanding the social phenomena of the lived experience from the participants’ perspectives. Specifically, the study addressed possible relationships between novice teachers’ experiences and perceptions of success and self-efficacy that contribute to their choice of continuing in the profession of teaching. Participants in this study ranged from 23-55 years of age, represented male and female gender, encompassed all levels of grade configuration within the school district (elementary, middle, high school), and covered experiences within each of the 5 years of defined novice work. Information was collected through individual one-on-one interviews covering preparatory programs, individual school sites, district induction programs, and the relationships developed within each spiraled experience. This study identified reasons for retention in the population of novice teachers and possible obstacles that might cause a novice teacher to leave the profession during or at the end of the 5 year apprenticeship. Information collected revealed that age, timing of entrance into a teaching career and preparatory programs had an effect on novice efficacy and job success. In addition data suggested that job support, job fulfillment, as well as future career choice were influenced by experiences a novice lived through within a school culture including type of administrative support, peer mentoring, collegial socialization, district expectations, and induction involvement.

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12

Quin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.

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The purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to teach art within the State of Florida for at least five years and were currently or formerly employed in the Central Florida region. The art teachers were invited first through email invitations and subsequent participants were recruited through the snowball method. Data gathered in this study was collected through audio and visual recordings through the semi-structured interview process. The data collected were analyzed using NVivo 11 Pro (QSR International, 2017) software to uncover themes, patterns, and critical phrases shared by participants. The five themes were: (a) there is a greater level of stress is experienced by teachers from student art assessments and teacher evaluations than ever before; (b) there is much confusion and lack of information on the purpose, procedures, and calculation of student art assessments and VAM scores; (c) class size and an overloaded schedule are detrimental to both the already heightened stress level of art teachers; (d) a supportive, understanding, and appreciative leadership team at each school has a positive impact on an art teacher; (e) a teacher evaluation system that is applicable and fitting for performing arts courses is a necessity within the district. Research findings from this qualitative study exposed the experiences, perceptions, and challenges art teachers have encountered in relation to the district-created student art assessments and teacher evaluations, while teaching in the Central Florida region.

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13

Evans, Paula Joan. "The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3674.

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Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.

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Chewapun, Suchart. "Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.

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The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.

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15

Padilla-Velez, David. "Job satisfaction of vocational teachers in Puerto Rico." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249666992.

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16

Vest, Cynthia Ann. "Job Satisfaction Among Women Accounting Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.

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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined. A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities. A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences. Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring. It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.

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17

Liebenberg, Jurgens Jacobus. "‘n Evaluering van opvoedermoreel in skole in Wellington." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2496.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2016.
Teaching is one of the most challenging and demanding professions in the world. It seems as though teachers are being stretched to the limit and that this has a negative impact on educator morale. Expectations placed on educators seem to be expanding exponentially in South Africa. A study has been undertaken to analyse and assess educator morale in schools in the Wellington area. The main aim of this study was to establish which factors influence educator morale. The aims that emerged was a literature study about educators’ morale and to establish how educators’ morale influence the functioning of schools. The last aim of the study was what can be done to assure continuous high educator morale. The literature study formed the starting point of this investigation. The literature study was followed by a combination of qualitative and quantitative research methods within an interprevistic research paradigm. A questionnaire was used to collect data and feedback was given to three focus groups. The questionnaire concentrated mainly on aspects on national and provincial level, those in the school community and on school related levels whilst the third group related to the daily educational task of the educator in the classroom. The qualitative instrument was handed out to 137 respondents in schools in the Wellington area. The validity of the responses and the findings were tested by means of feedback to the focus groups to get their views about the findings of the literature study and the feedback from the questionnaires. The reliability of the data was tested by means of interviews with three focus groups. Triangulation was applied by means of qualitative and quantitative research methods, a literate study and focus group interviews. In conclusion, recommendations were provided to improve educators’ morale in schools in South Africa.

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18

Davis, Christen M. "Elementary Teachers' Perceptions of Administrators and Job Satisfaction." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363120.

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19

Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.

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20

Shah, Helma. "Job satisfaction : what it means to childcare teachers /." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-01102009-063214/.

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21

Leung, Tak-ting. "Job satisfaction among student guidance teachers in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18813616.

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22

Denton, Eric Matthew. "Teachers' perceptions of how leadership styles and practices of principals influence their job satisfaction and retention." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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23

Jacquez, Amy Michele. "The relationship between teacher personality type and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3643.

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24

Larabee, Michelle Ann. "Factors of teacher induction which impact job satisfaction and attrition in teachers." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-06162009-215440.

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25

Jareed, Ongkasuwan Arnold Robert. "Job satisfaction among teachers in private schools in Bangkok, Thailand." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521338.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 11, 2006. Dissertation Committee: Robert L. Arnold (chair), John R. McCarthy, Louis G. Perez, James C. Palmer. Includes bibliographical references (leaves 165-175) and abstract. Also available in print.

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26

Mvo, Nelisa Enid. "Factors that contribute to teachers' job satisfaction/dissatisfaction as perceived by teachers in Libode District: A case study of two schools." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007266.

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The study investigates factors that contribute to job satisfaction/dissatisfaction in a case study of two Public Senior Secondary Schools as perceived by teachers of Libode District in the Eastern Cape. The point of departure of the study is the fact that the researcher has observed high rate of resignations and transfers of teachers. The study was conducted through a case study design. A total of thirty-five sample subjects from both schools were selected using purposive methods. The instruments used to collect the data were the questionnaires and interviews. The targeted population was teachers teaching in both schools at the area of the research site. Pilot study was done. Ethical issues were taken into consideration. The data collected was, analyzed and interpreted within a specified time frame. The findings were based on the data collected; thereafter the conclusions and recommendations were drawn based on the findings of both the quantitative and qualitative methods. The main findings of the study indicated clearly that poor working conditions, low salaries and ill discipline of learners contribute to job dissatisfaction. Findings were discussed in the context of the main and sub research questions and recommendations were made. The study will help the Department of Education to identify teachers' concern regarding job satisfaction/dissatisfaction.

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27

Karoonlanjakorn, Suthep. "Job Satisfaction Among Faculty Members at Non-Metropolitan Teachers Colleges in Central Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331543/.

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The Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood (1973) was employed in this study to determine what significant differences and level of faculty job satisfaction existed on each facet of job satisfaction and in overall job satisfaction among faculty members at non-metropolitan teachers colleges in central Thailand. The results of this study were compared with the findings of Vatthaisong (1982) in a similar study of faculty members at teachers colleges in northeast Thailand. The instrument consists of two parts: the first part includes seven demographic items, and the second part has 68 items and uses a six-point rating scale for ten facets of job satisfaction, including one-single item of overall satisfaction. A sample of 288 faculty members at non-metropolitan teachers colleges in central Thailand was randomly selected. A total of 253 faculty members or 87.85 percent of the sample participated in this study. Frequencies, percentages, means, one-way ANOVA, and two-way ANOVA were used for analyses. The level of significance was set at .05. The Scheffe method for post hoc comparison was adopted following one-way ANOVA.

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Chibisa, Zviedzo. "The relationship between motivational factors and teachers’ job satisfaction." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1556.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education at the University Of Zululand, 2017
The purpose of this study was to investigate the relationship between motivational factors and job satisfaction. A descriptive research design was used in the study to investigate what motivates teachers to be committed to their jobs. The sample consisted of 521 teachers, ranging from pre-school up to high school. To meet the objectives, a three part questionnaire was designed, collecting data on teacher motivation, teachers’ job satisfaction and demographic variables. The researcher used Statistical Package for the Social Sciences (SPSS) as a statistical analysis tool to describe and present data and provide evidence. Findings of the study revealed that although teachers were motivated, they were not necessarily satisfied. Motivational factors were ranked and it was found that teachers were mostly motivated by being regarded as role models, the desire to achieve goals, students’ success, being competent in the field and good teachers’ relations. At the bottom of the list were the least motivating factors which were: progression and promotion, balance of work and family, administration work and income that did not satisfy their needs. Findings also revealed that teachers were satisfied with their relations with inspectors, disciplined learners who were willing to learn, buildings and equipment. Findings showed that poor teachers’ relations did not affect their job satisfaction. At the bottom of the ranking were: noise, being penalised, poor salary, marking of work for large classes and teaching large classes. This showed that teachers were least satisfied with these aspects. Significant relations were found between demographic variables and motivation, as well as job satisfaction. The results revealed that gender had no statistical significant relationship to teachers’ motivation and job satisfaction. A teaching qualification had no statistical significant relationship to teachers’ motivation, but it was a statistically significant relationship to teachers’ job satisfaction. Age, phases and teaching experience showed statistical significant relationship to teachers’ motivation and job satisfaction though the correlations were low in all the variables. This has shown that gender and teaching qualification have had no effect on motivation and job satisfaction. Age, phases and teaching experience all have had effects on teachers’ motivation and teachers’ job satisfaction. Based on the findings, discussions and the conclusions drawn, School governors should create an environment where teachers work as a team, use disciplinary measures sparingly, ensure there is an adequate level of educational technology, and strive to create a positive school atmosphere with the full participation of its teachers. The government should also ensure that conditions of service of teachers, and other sectors of the economy, are equitable. Teachers’ self-esteem and teachers’ social status could be enhanced by providing teachers with effective training, decent working conditions, and enhanced remuneration, and by sensitising all educational stakeholders aimed at improving, restoring the dignity and status of the teaching profession.

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Ruben, Judith Joerger. "Perceived factors associated with high and low job satisfaction among teachers." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171047/.

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30

Clark, Dorothy Ann. "Teacher job satisfaction and personality-environment congruence an examination of Holland's theory of vocations /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123412.

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31

Long, Timothy D. "Hierarchy of job wants as perceived by teachers and significant others in selected United States school districts." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832996.

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Teacher Job satisfaction wants and working condition wants have long been of interest to superordinates. This study was designed to investigate the hierarchy of teacher job satisfaction wants and working condition wants as perceived by principals, superintendents, school board presidents, National Education Association Uniserv directors, and field representatives of the American Federation of Teachers. The survey instrument was based on the work of Frederick Herzberg and Jerry Pipes. This national study was limited to randomly selected samples from the afore mentioned groups representing four geographical regions of the United States.Eighteen two-way comparisons of actual teacher wants and teacher wants as perceived by school board presidents, superintendents, principals, N.E.A. representatives and representatives of the A.F.T. were proposed. The Spearman rank-order correlation coefficient was used to determine degrees of difference or congruency.The data indicates that elementary and secondary teachers are in unison about their feelings toward Job satisfaction and working condition wants in the current educational environment. Principals, superintendents, and school board presidents have an accurate perception of what teachers expect out of, their Jobs. The Union groups did not accurately predict what teachers wanted from their Jobs.
Department of Educational Leadership

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32

Martin, Justin A. "Teachers' Attitudinal Indicators As Predictors Of Job Satisfaction And Retention By Educational Sector: An Analysis Of The Schools And Staffing Survey, 2007-08." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/926.

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Popular media reports indicate that there is a national teacher shortage. Scholars have written that there is either a recruitment crisis, a greying of the teaching population, or that teachers are leaving the profession due to dissatisfaction. This dissertation attempts to answer two central questions related to the lattermost: what are the components that go into the calculus of job satisfaction for public and private school teachers and what role does job satisfaction play in a teacher's decision to leave the profession. Drawing on the literature of job satisfaction and organizational exit behaviors, I develop hypotheses designed to test three related research questions concerning the relationship between sector of employment, job satisfaction, and turnover behavior. Findings indicate that although private school teachers report greater overall job satisfaction, they are nearly twice as likely to leave the profession as public school teachers. Findings indicate that sector of employment affects job satisfaction, and that the relationship between sector of teacher employment and job satisfaction is mediated by organizational perceptions including school environment, school structure, professional development opportunities, and employment conditions. Findings further indicate that job satisfaction, net of other factors, does not predict quit behavior; however, occupational pulls outside of teaching do increase turnover.

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33

Tejagupta, Yawvapa Morris Jeanne B. Strand Kenneth H. "The relationship between early childhood teacher personality and job satisfaction." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713231.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.

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Braswell, Ray. "Differences in Perceived Teacher-Coach Job Attitudes as Identified by Senior High School Principals and Teacher-Football Coaches." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332045/.

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The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.

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Cheung, Chiu-kwan. "Job satisfaction among moderately mentally handicapped school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710201.

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Lo, Kwan-hung, and 羅君雄. "Job satisfaction of teachers of primary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957328.

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Leung, Tak-ting, and 梁德婷. "Job satisfaction among student guidance teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195960X.

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Giacometti, Karen S. "Factors Affecting Job Satisfaction and Retention of Beginning Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29595.

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In this national study, a combination of factors that affect teacher satisfaction and retention were examined. Domains that discriminate between teachers who choose to stay or leave the teaching profession were investigated. A research-developed questionnaire was administered to 450 randomly selected first, second, and third year teachers. Survey items were related to domains affecting teacher satisfaction and retention. A demographic section was included to collect background information. A principal components analysis resulted in the emergence of domains that were used in the final analysis. They are: emotional factors; school and community support; instructional support; prepration in teaching curriculum, managing students, and assessing students; collaboration; compensation and benefits; motivation to teach; and culture shock. Eleven percent of the respondents chose to leave the profession. Results of the discriminant analysis indicated that the best predictor in choosing to leave or stay in the teaching profession was emotional factors followed by compensation and benefits and culture shock. The analysis was used to determine if the individuals in the two groups were correctly classified based on their scores on the eight predictor variables. The number of cases correctly classified was 91.4 percent.
Ed. D.

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Turner, Hollyene Celeste Brown Frank. "Predictors of teachers' job satisfaction in urban middle schools." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,2027.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership in the School of Education." Discipline: Education; Department/School: Education.

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Miller, Chris Michael. "Factors Affecting Job Satisfaction and Teacher Retention for North Texas Secondary Science Teachers." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792070.

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The current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants’ perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven job satisfaction domains. Demographic and retention responses provided additional data on each participant. Through a quantitative analysis of Likert type survey responses and qualitative analysis of open-ended retention responses, the current study explored secondary science teachers’ perceptions and intentions to stay teaching. The quantitative analysis of survey data found significant differences in almost all of the job satisfaction domains for all teachers. There were also significant differences across some demographic groups as well. Through a qualitative analysis, motivation to teach was the leading predictor for retention. On the other hand, school culture and compensation were the top reasons for teachers planning to leave the classroom.

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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.

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Fields, Jonathon P. "Perceptions of Teachers: Effects of Principals Uses of Humor on Teacher Job Satisfaction." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1263.

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The purpose of this study was to determine if teachers' job satisfaction was greater when working for principals with higher perceived use of humor. The study also examined the effects of principals' use of humor on perceived leadership effectiveness and level of personal relationship. The researcher used a 36-question survey instrument to collect data. A population of 796 educators in a public school system in Northeast Tennessee was given an opportunity to participate in this research. There were 450 completed surveys (56%) returned. There were 4 major findings from this study. Teachers reported that it was appropriate for principals to use humor in a school setting to a significant level (p < 0.001). Data from the surveys also indicated that teachers had significantly higher reported job satisfaction (p < 0.001) when working for principals who used humor when compared to principals who did not use humor regularly. The research also showed that teachers had significantly higher reported personal relationships (p < 0.001) with principals who use humor regularly. In addition, teachers in this study rated leadership effectiveness significantly higher ( p < 0.001) for principals who regularly used humor when compared to those who did not.

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Kim, Hong Goo. "Job satisfaction among Korean academics : a critical investigation." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12976/.

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This study aimed to go beyond a simple descriptive analysis and attempt a critical investigation of phenomena related to job satisfaction. Specifically, the purpose of study was to identify the conditions under which Korean academics work; what aspects they valued in relation to their jobs; how satisfied they were with their jobs; the challenges they faced; how these challenges influenced their job satisfaction; and whether or not there were differences in job satisfaction between particular groups based on demographic and institutional factors. In this study, a qualitative interview and a questionnaire survey were deployed as data collection methods. Twenty-five academics from ten universities in Korea participated in the interview. In addition, 700 questionnaires were sent to academics from fourteen universities and 519 of which were returned. After some of these were deemed unusable, 498 questionnaires were used for the study. The academics involved in this study exhibited different levels of satisfaction with different job aspects. Generally, they reported being satisfied with their work, academic freedom, recognition, development, interpersonal relationships, and job security. However, they were dissatisfied with their pay and with policy and administration, and were neither satisfied nor dissatisfied with their working conditions. Overall, they were slightly satisfied with their jobs. Korean academics attached more value to intrinsic aspects, e. g. work, academic freedom, development, and recognition, than to extrinsic aspects, e.g. workload, pay and administration. This was corroborated by the finding that intrinsic aspects were more likely to have a greater impact on overall job satisfaction than extrinsic aspects. This thesis showed differences in job satisfaction between groups defined on the basis of age, gender, academic discipline, control type, and university location. Older academics exhibited higher job satisfaction than did their younger colleagues. The reason put forth is that older academics enjoy advantageous circumstances in areas such as pay, professional development, and promotions. Female academics reported lower satisfaction with most job aspects and lower overall job satisfaction than did their male colleagues. This gender gap was attributed to the male-dominated culture in academe, heavy family responsibilities, and the lack of support structure. Academic discipline influenced job satisfaction to some extent, which was thought to be attributable to differences in working conditions and culture between academic disciplines. Academics at private universities reported higher pay satisfaction than their counterparts at public universities, whereas academics at public universities reported higher satisfaction with university administration than did their counterparts at private universities. Academics at universities in Seoul reported higher satisfaction with most job aspects, as well as higher overall job satisfaction, than those at universities in provincial areas. This was likely because academics at universities in Seoul enjoyed better conditions than those at universities in provincial areas.

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Ngayai, Bernard K. "Job Satisfaction of Faculty at Kenyatta University, Nairobi, Kenya." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332647/.

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This study was planned to increase understanding of job satisfaction among faculty in middle size universities. The problem was job satisfaction and its association with selected demographic characteristics of faculty at Kenyatta University, second largest university in Nairobi. There was a response rate of 52.6 percent. All of the 300 faculty members with the rank of professor, associate professor, assistant professor, lecturer and teaching fellow participated in this research. Two instruments were used to collect data from the participating faculty. The first instrument was a demographic data sheet that solicited personal data from faculty. The second instrument was a standardized six dimensional survey instrument, the Job Descriptive Index (JDI). Both survey instruments were handed out in an envelope to all faculty by the researcher. The findings showed that most faculty were satisfied with their job in areas of co-workers and job in general. They seemed dissatisfied with the area of opportunities for promotion. The findings further demonstrated that most faculty were neither satisfied nor dissatisfied with their present work, present pay, and supervision. Analysis of variance demonstrated that the selected demographic variables of age, professional rank, and nationality were associated with job satisfaction. Scheffé's Multiple Comparison test and Newman-Keuls procedure were used to analyze differences in satisfaction among groups. The results showed that professors and lecturers were significantly more satisfied with their coworkers than were the assistant professors. Faculty members' gender, marital status, years of experience, tenure status, academic degree and area of interest did not influence job satisfaction. It is recommended that future research to determine an appropriate system of promotions structure and faculty growth and development be initiated.

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Hendricks, Mary Beth. "Factors influencing urban special education teachers' commitment, job satisfaction, and career plans." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171830/.

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Mehrenberg, Richard L. "An investigation of the effects of paperwork demands on the morale of first year special education teachers does "red tape" overwhelm green teachers? /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4523.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.

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Lehman, Michael Bryan. "Expectations, social support, and job satisfaction among first-year Oregon teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-189). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963450.

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Chan, Roy Chin Ming. "A Profile of Job Satisfaction for Graduate Physical education Faculty Members." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331137/.

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The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982). The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.

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Cheung, Chiu-kwan, and 張肖君. "Job satisfaction among moderately mentally handicapped school teachersin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957754.

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Cobb, Brandy. "Assessing Job Satisfaction and Emotional Intelligence in Public School Teachers." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/1103.

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ASSESSING JOB SATISFACTION AND EMOTIONAL INTELLIGENCE IN PUBLIC SCHOOL TEACHERS Brandy Cobb May 2004 63 Pages Directed by: Dr. William Pfohl, Dr. Steven Wininger, and Dr. Reagan Brown Department of Psychology Western Kentucky University The professional field of education has been particularly vulnerable to the retention of public school teachers. Teachers in today’s educational system face excessive expectations and demands such as increased accountability, lack of available resources, lack of parental support and involvement, negative student attitudes, low status of the profession, and low paying salaries (Meek, 1998; Tye & O’Brien, 2002). As a result of these demands, many teachers experience job dissatisfaction. According to Colbert and Wolff (1992), 50% of new teachers drop out of the profession during the first five years. The recent works of Daniel Goleman (1995, 1998) proclaim that individuals’ emotional intelligence is a predictor of on the job success and job satisfaction. There appears to be no studies conducted on emotional intelligence and teacher job satisfaction to date. To look at this phenomenon in the realm of teachers, this study asked teachers to complete a demographic survey, the BarOn EQ-i Self Report Scale, and the Job Descriptive Index. One hundred and one teachers were asked to complete these forms and 101 surveys were completed and returned. Data analyses revealed that emotional intelligence does play a role in how teachers perceive their overall job satisfaction based on self-report measures. The present study did support the hypotheses that emotional intelligence was correlated with years of teaching experience and job satisfaction. Suggestions for further research are discussed.

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