Teacher job satisfaction and levels of clinical supervision in elementary schools

Sylvia Grace Robinson

Abstract

This study investigated the relationship between elementary teacher job satisfaction and the level of clinical supervision present in the school where those teachers work. Additionally, this study attempted to determine if job satisfaction were associated with clinical supervision and to encourage increased teacher job satisfaction by increasing the practice of clinical supervision. Data for this study were gathered using two instruments. First, the Snyder-Pavan Clinical Supervision Practices Questionnaire (SPCSPQ) was used to rank fifteen elementary schools on a scale of high, medium, or low levels of clinical supervision usage. Then, the Teacher Job Satisfaction Questionnaire (TJSQ) was administered to three randomly selected elementary schools (one from each level). Analysis of the data indicated a significant difference in means between two of the three selected schools. Specifically, the school with a high level of clinical supervision and the school with a medium level of clinical supervision had a significant difference in means among the three selected schools for the feedback factor of teacher job satisfaction. These results suggest an increased use of clinical supervision, specifically in the area of feedback, could lead to increased teacher job satisfaction among elementary school teachers.