Teacher Satisfaction, Student Satisfaction, and Student Academic Achievement in the Middle Schools of a Large Urban School District PDF Download

Author: James J. Kaiser
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 174

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Author: Natalia Annebelle Cui-Callahan
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 464

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The workload of public educators has become increasingly complex in recent years. New and veteran teachers are facing a variety of internal and external challenges within the classroom environment. Internal challenges include, but are not limited to students with limited English skills, inclusion of students with special needs in the regular classroom, and increasing class sizes. The external challenges are that school leaders and teachers are facing new scrutiny for accountability regarding student academic achievement and federal mandates. The consequences of both challenges result in teacher turnover; replacement and training are extremely costly, in addition to negatively impacting school climate. The purpose of this study was to explore the job satisfaction of teachers who work in seven urban high schools (A-G). The research is a quantitative study using ten separate multiple analyses of variance (MANOVA) tests. This was done through the use of the Job Satisfaction Survey (JSS) with 9 subscales, in conjunction with an individual Demographic Questionnaire on gender, age group, ethnicity, marital status, highest level of education, national board certification, subject taught, salary, years of experience, and the number of schools at which the individual worked. From the nine subscales of perceived job satisfaction, four measure intrinsic job satisfaction (contingent rewards, coworkers, nature of work, and communication) and the remaining five measure extrinsic job satisfaction (pay, promotion, supervision, fringe benefits, and operating conditions). This study sought to identify the difference among groups established by ten demographic variables as measured by the intrinsic and extrinsic means from the 36 questions of the JSS. The data analyses for this study revealed the following. The findings from the Demographic Questionnaire indicate that the typical high school teacher was white, female, married, over the age of 51, in possession of a master's degree but not, reported of having a salary of $40,001-$50,000. In high school, she taught academic core classes for a period of 6-15 years at 2-3 different schools. From the 449 teachers, respondents scored higher in the intrinsic job satisfaction than extrinsic job satisfaction consistently in all 7 high schools. In addition, on average, teachers scored the lowest subscales in pay and highest in supervision. High school A expressed the highest level of overall job satisfaction high school G expressed the lowest. Quantitative analyses were conducted to address the proposed research questions and identify any patterns or relationships between the dependent and independent variables. The results indicate no significance was found for the null hypothesis with independent variables involving gender, ethnicity, marital status, national board certification, subject taught, and the number of schools taught. Key findings suggest that differences exist with independent variables involving age group, level of education, salary, and years of experience. In all four cases, high school teachers in the younger age category of 21-30, with the lowest level of education obtaining only a bachelor's degree, making a salary of $30,000-$40,000, and have been teaching the shortest amount of time from 0-5 years had higher intrinsic and extrinsic job satisfaction than their older, more educated, teachers with more income, and more experienced counterparts. The data also supports the belief that regardless of demographic factors, teachers resulted in higher intrinsic job satisfaction than extrinsic job satisfaction. Another intriguing finding of this study was that teachers who were working in high poverty, minority populated, and high risk schools did not necessarily display lower job satisfaction than teachers working in more affluent and socio-economically advantaged schools.

Author: Kristen Maria McNeill
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 284

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There is a developing body of research suggesting low job satisfaction among teachers can lead to potential consequences for educators, students, and school districts (Darling-Hammond, 2010; Ladebo, 2005; Sarnek, Musser, Caskey, Olsen & Green, 2006; Wu & Short, 1996). There is also a growing concern about the number of teachers who are going to be retire soon; this loss of experienced teachers may impact student learning. Recent research (NYSED, 2010; NCTAF, 2003) supports an assumption that job satisfaction is a major factor to increase retention of teachers; however, there is a need for more research in this area. As school districts experience teacher shortages, there is an increased need to recruit, hire, and retain highly effective teachers because of either teachers leaving the profession early or because of retirement. The purpose of this study was to examine the level of job satisfaction among middle school teachers employed at 13 middle schools in an urban school district, as well as to identify factors associated with teacher job satisfaction. The study considered workforce and policy issues which may be leading to highly effective teachers leaving the profession early, therefore impacting student achievement. Data were gathered utilizing the Job Satisfaction Survey (JSS), created by Dr. Paul Spector (1985). The JSS assesses job satisfaction in nine subscales that include pay, promotion, supervision, nature of work, operating conditions, coworkers, communication, fringe benefits, and contingent rewards. These nine subscales are classified as either extrinsic or intrinsic factors of job satisfaction. Additional survey questions provided demographic data in categories including age, gender, highest level of education, subject matter taught, years to retirement, salary, total years of teaching experiences and the number of schools in which the teacher had been employed. Overall results suggest that differences among the various teacher groups were associated with extrinsic motivation rather than intrinsic motivation. For example, the youngest group of teachers scored higher on extrinsic motivation than did the oldest group of teachers. When significant group differences were found, these differences tended to be associated with the variables Fringe Benefits, Promotion, and Total Extrinsic Motivation. In addition, the group of teachers with the most experience scored lower on Extrinsic Motivation than did the group of teacher with less experience. For many of the various groupings of teachers, the comparisons were not significant. That is, the characteristics of the groups were not associated with differences in measures of motivation. In many instances, there were not significant differences across groups based on the overall Intrinsic Motivation and Extrinsic Motivation; however, differences were apparent on the individual subscales of the JSS. In general, the Extrinsic constructs were more important to younger teachers than were these same constructs were to more veteran teachers. A comparison of the responses of the teachers in this study to the response published by Spector was conducted for each subscale and for total assessment score. Thus, a total of ten comparisons between the results for the study sample and the teacher norms provided by Spector were conducted. Seven of these comparisons were significant: Pay, Promotion, Supervision, Working Conditions, Coworkers, Communication, and Total Score. In six of these comparisons of the means, the sample means were higher than the norm means; only Working Conditions were less important to the sample than to the comparison group. That is, for teachers in the study sample, these measures from the JSS were more important than for the teachers in the comparison group. The open-ended responses provided meaningful insight into teacher motivation with specific respect to “compelling reasons to stay in a school.” Compensation was a significant theme that surfaced during the analysis; however, issues related to compensation are part of negotiations between the teachers’ union and the school district. Therefore, this area is mostly beyond the control of a building level school administrator. The other significant themes were Teachers Value Support, Character of My Work, Importance of Students, and Need for Respect. These themes are not independent but each of these themes is subject to influence from within the school. The parallel studies conducted by both Cui-Callahan (2012) and Bumgartner (2013), mirrored the results found in this study. Specifically, all three studies showed teacher respondents scored higher in Intrinsic job satisfaction than Extrinsic job satisfaction. Finally, using the results from this research will help to inform other districts with information on what job satisfaction factors are important to teachers. It is notable that overall teachers scored higher at all levels with intrinsic motivational factors, but that younger, less experienced teachers rated extrinsic motivational factors higher. This will help school boards, district level administration, and building principals to be better informed as to demographics of teachers and how to best target job satisfaction type incentives to better recruit and retain teachers. In this era of teacher shortages, it can only benefit districts to have as much information and data as possible to attract teachers and to reduce teacher turnover costs.

Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353

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Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776

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Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1760

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Author: Leslie S. Kaplan
Publisher: SAGE Publications
ISBN: 1071803956
Category : Education
Languages : en
Pages : 590

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Now published by SAGE! A modern and comprehensive introduction to the field, Foundations of Education makes core topics in education accessible and personally meaningful to students pursuing a career within the education profession. In a clear and direct prose, authors Leslie S. Kaplan and William A. Owings offer readers the breadth of coverage, scholarly depth, and conceptual analysis of contemporary issues that will help them gain a realistic and insightful perspective of the field. In addition to classic coverage of foundational topics such as educational philosophy, history, reform, law, and finance, the newly-revised Third Edition features a special emphasis on social justice issues, considers key debates around today’s education trends, and underscores the theory and practice behind meeting the needs of all learners. This title is accompanied by a complete teaching and learning package.

Author: United States. Congress. House. Committee on Education and Labor
Publisher:
ISBN:
Category : Federal aid to education
Languages : en
Pages : 36

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