Title

Teacher Job Satisfaction In Secondary Schools In Southeastern Georgia

Author

Mulanta Clark

Date of Award

2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Thelma J. Roberson

Advisor Department

Educational Leadership and School Counseling

Abstract

This study investigated the relationship between teacher job satisfaction and eight work-related variables (supervision, colleagues, working conditions, responsibility, work itself, advancement, job security, and recognition ) as reported by certified secondary teachers in four selected high schools, classified for this study as high achieving and low achieving schools. In addition, selected demographic variables ( age, gender, overall years of experience, years of current experience, and highest degree attained ) were examined for their predictive relationships with teacher job satisfaction. The purpose of this study was to determine secondary teachers' overall job satisfaction levels and whether there was a difference between the factors that influence job satisfaction among teachers in high achieving schools versus those that influence job satisfaction among teachers in low achieving schools, thereby providing practical data to administrators by which they will be able to recognize and address issues that relate to promoting, increasing, and maintaining job satisfaction among teachers in their own school settings. This study was conducted during the Spring semester of the 2005-2006 school year, and participants were 217 teachers from four selected secondary schools (two high achieving and two low achieving) in Southeastern Georgia. The Teacher Job Satisfaction Questionnaire (TJSQ) developed by Lester (1982) served as the main data collection instrument used in this study. The TJSQ is a 66-item questionnaire based on the work of Maslow (1970) and Herzberg (1959). Analysis of the data indicated that a statistically significant difference in teachers' levels of job satisfaction in high achieving schools and low achieving schools existed on the subscores of supervision and working conditions. All other hypotheses in this study were found to have no statistically significant difference. The overall findings of this study indicated that teachers were generally satisfied with their jobs. The findings in this study may assist administrators in identifying factors that influence job satisfaction; identifying the factors that influence job satisfaction may lead to a better understanding of teacher performance.