A Study to Determine what Factors of Job Satisfaction Influence Teachers to Choose Catholic Schools as Places of Employment PDF Download

Author: Richard Craig Vana
Publisher:
ISBN:
Category : Catholic schools
Languages : en
Pages : 300

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Author: John J. Convey
Publisher:
ISBN:
Category :
Languages : en
Pages : 15

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The study examined the relationship between Catholic school teachers' motivation and job satisfaction. The data came from a survey of 716 teachers in three dioceses (Atlanta, Biloxi, and Cheyenne). The school's academic philosophy and its environment were important predictors of the teachers' satisfaction with their sense of efficacy regarding their work with students and their relationships with administrators and other teachers. The motivation to teach in the school because it was a Catholic school was an important predictor of the teachers' satisfaction with the school. The results of the study confirm that the importance of a religious factor as an important motivator for teachers choosing to teach in Catholic schools and an important predictor of their job satisfaction. (Contains 9 tables and 1 footnote.).

Author: Janice Lea Tolliver
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 107

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Book Description
The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are leaving the profession by the thousands each year. It is imperative that this trend is stopped and reversed to ensure that quality teachers remain in schools. The current study employed a causal-comparative design to determine if working conditions in Title I schools versus non-Title I schools were associated with teacher job satisfaction and teacher retention using the North Carolina Teacher Working Conditions (NC TWC) Survey. The qualifications of the selected participants were that they were employed in a specific district in North-Central North Carolina during the 2015-2016 school year, and taught in two specific Title I or two specific non-Title I elementary schools. Participants were drawn from a convenience sample of teachers (n= 110) in two Title I elementary schools and two non-Title I elementary schools and were randomly selected from that sample for job satisfaction, and fifty Title I elementary schools and fifty non-Title I elementary schools (n=100) for teacher turnover rate. The data were analyzed using a t-test for independent means to determine whether the means of the two groups were statistically significant from one another in job satisfaction and a chi-square test to determine whether teacher turnover rate was distributed differently between the Title I schools and non-Title I schools. No significant difference was found in any subcategory for job satisfaction and no significant difference was found in teacher retention. Recommendations for future research include utilizing a larger number of schools and districts in the sample and examining all subcategories of the NC TWC Survey. The results of this study may influence the steps that school systems can take to retain quality teachers.

Author: Marianne Perie
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 148

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Author: Michael Bumgartner
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 340

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A growing body of research suggests that low job satisfaction among teachers may lead to undesired consequences for educators, students, and communities. The greatest impact appears to be a high rate of attrition among teachers, which is growing (NCTAF, 2007). Teacher effectiveness, teacher retention, and student achievement can be directly impacted and correlated to teacher satisfaction with the job or the extent of satisfaction teachers feel concerning the teaching profession. The purpose of this study was to investigate the level of teacher job satisfaction in rural schools in a western state, as well as to attempt to reveal specific factors that lead to job satisfaction in education. Data was gathered utilizing the Job Satisfaction Survey (JSS), created by Dr. Paul Spector (1985). The JSS assesses job satisfaction in nine subscales including pay, promotion, supervision, nature of work, operating conditions, coworkers, communication, fringe benefits, and contingent rewards. Each of the nine subscales can be classified as either an extrinsic or intrinsic satisfier, as noted by Herzberg et al. (1959). The two subscales of extrinsic satisfaction means and intrinsic satisfaction means served as the dependent variables in the study. The independent variables were the ten demographic characteristics provided by respondents to the JSS and included gender, age, ethnicity, marital status, highest level of education, elementary or secondary level of teaching, type of community where the teacher grew up, salary, years of experience, and the number of schools in which the teacher has been employed. Multivariate analyses of variance (MANOVAs) were conducted on the independent and dependent variables in order to answer the research questions and to understand if any significant differences existed among the variables. The two dependent variables in this study were the extrinsic and intrinsic mean scale scores from the JSS. If differences were indicated by MANOVA tests, follow up post hoc analyses were conducted to detail where the differences were found. No significant differences were found for the independent variables of gender, ethnicity, type of community where the teacher grew up, and number schools in which the teacher had been employed. Significant differences were found for the independent variables of age, highest level of education, elementary and secondary grade level taught, years of teaching experience, and salary. Rural schoolteachers in the age category of 21-30 with the level of education of obtaining a Bachelor Degree, making a salary of $30,000-$40,000, and from 0-5 years teaching experience expressed higher intrinsic and extrinsic job satisfaction than older, more educated teachers with more income and more experience in the teaching field. Teachers in all demographic categories expressed higher intrinsic satisfaction with the job than extrinsic. These findings were remarkably similar across all five school districts where the JSS was conducted.

Author: Joshua Overton
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 184

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This study explored the extent to which teacher job satisfaction varied by teacher age, gender, teaching experience, student interaction, administrative support, and school climate. In total, 36 teachers participated in the study across two Catholic schools. Results were collected through surveys and individual interviews. Descriptive statistics, independent samples t test, one-way ANOVAs, and multiple regressions were used to analyze significance. The results showed no significance between teacher gender, age, or years of teaching experience on job satisfaction. Student interaction displayed a moderate and significant relationship with teacher job satisfaction. The relationship between administrative support and teacher job satisfaction was moderate and significant. School climate and teacher job satisfaction was found to have a strong and significant relationship.

Author: Roger C. Chikri
Publisher:
ISBN: 9789953418469
Category : Catholic schools
Languages : en
Pages : 120

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Author: Ryan C. McFadden
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 468

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Book Description
Ongoing difficulties with teacher job satisfaction have been well documented in research, and the number of very satisfied American teachers has fallen dramatically. Decreased budgets, poor resources and facilities, perceptions of unfair compensation, and other factors contribute to this multifaceted problem. The purpose of this mixed methods study was to examine teachers' job satisfaction status in a South Central Pennsylvania school district under these reported conditions. Dinham and Scott (1998) provide a foundational theory with their contemporary three-factor teacher satisfaction/dissatisfaction model. An explanatory sequential mixed methods design was employed consisting of two phases: quantitative data collection using the MSQ to measure teacher job satisfaction, followed by in-depth interviews. Three research questions were addressed, informed by the main driving question: How satisfied are teachers with their work in a South Central Pennsylvania school district under unprecedented circumstances? Multiple regression and chi-square tests of independence were used to analyze MSQ data, while phenomenological analysis followed Creswell's (2013) method. Work location and class size were significant predictors of general job satisfaction. Chi-square tests of independence also found eight instances of statistical significance. Four themes emerged from the analysis of teachers' occupational experiences: the work environment (school-based factors), leadership, the job itself, and external or system and societal factors. Findings were in line with the three-factor model on which this study's conceptual and theoretical framework rests. Results indicate that participants reported a low level of general job satisfaction, as compared to the normative data for teachers and engineers in the MSQ's manual. While many factors appear to influence job satisfaction, leadership and professional autonomy seem especially influential. For those that have remained satisfied with their work, the joy was in teachings' busyness, while dissatisfied teachers were bothered by rigid teaching expectations, perceptions of poor leadership, and student discipline. Common threads between dissatisfied and satisfied teachers included enjoying actual teaching, working with students, perceived community support, and favorable perceptions of the research site's facilities. A heterogeneous group of participants allowed the researcher to create a balanced description of the phenomenon. Several recommendations were offered to improve current practices at the research site. Areas needing attention from school administrators included time and collaboration, relationships, teacher autonomy, the evaluation system, and other work environment factors. This study provides an increased understanding of the kinds of leadership behaviors, relationships, and working conditions it will take to produce and sustain satisfied teachers in the twenty-first century.

Author: Mark Steven Churchwell
Publisher:
ISBN:
Category : Church schools
Languages : en
Pages : 226

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Author: Leah Muthoni Njiru
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659498718
Category :
Languages : en
Pages : 88

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Book Description
Motivation is psychological force that drives and energizes behaviour. It is fundamental to effective performance of work by employees in an organisation. Purpose of this study was to investigate job satisfaction of teachers in public secondary schools in Kiharu District. Study involved 15 secondary schools and 30 teachers, selected by probability-sampling. Data was analyzed through descriptive and inferential statistics. Study established that teachers were dissatisfied work due to inadequate teaching resources and unfriendly policies. It also revealed that gender, age and academic qualifications had significant effect on job satisfaction. Study recommended employers provide adequate incentives, rewards and friendly policies in order to motivate teachers and enhance job satisfaction.