Teacher Job Satisfaction of Elementary Teachers In the Northern Mariana Islands, United States of America

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Johnny Purvis

Advisor Department

Educational Leadership and School Counseling


This study investigated teachers' General Job Satisfaction and the degree of predictability that eight variables have on the General Job Satisfaction score among teachers in the K-6 public school system of the Commonwealth of the Northern Mariana Islands (CNMI). The CNMI is located in the Western Pacific Ocean and extends from its southern border, Guam, to its northern border, Okinawa. The Commonwealth is a Territory of the United States. Teachers surveyed were from the continental United States, Micronesia, and the Philippines. Eight hypotheses were addressed using two demographic variables and a Likert scale survey designed by the University of Minnesota entitled the Minnesota Satisfaction Questionnaire. The long-form Minnesota Satisfaction Questionnaire (MSQ was designed to measure an individual's satisfaction with 20 different aspects of the work environment. The MSQ consists of 100 items, each specifying a need reinforcer in the work setting. Job satisfaction is the worker's appraisal of the extent to which the work environment fulfills his or her vocational needs or preferences for reinforcers. Twenty different aspects of the work environment (or 20 classes of job reinforcers) are each measured by five items for a total of 100 items (20 job reinforcers x 5 items = 100 items). Respondents indicate their degree of satisfaction with their present jobs using five alternatives: Very Satisfied (VS ), Satisfied (S ), Neither Satisfied nor Dissatisfied (N ), Dissatisfied (D ), and Very Dissatisfied (VD ). In addition to the 20 scale scores, a General Satisfaction Score can be calculated by summing the responses to the 20 "best" items. For this research, six of the 20 scale scores and the General Satisfaction Score were used. Surveys were given to 150 elementary school teachers during staff meetings. One hundred forty-four teachers completed the survey (96%). Frequencies and descriptive data--minimum, maximum, mean, and standard deviation--were calculated. Regression analysis was performed on the data set with General Job Satisfaction as the dependent variable and Novice Teacher, Future Intent, Advancement, Co-Workers, Company Policy and Practices, Supervision--Human Relations, Supervision--Technical, and Work Conditions as independent variables. The questionnaire covered areas which were believed to have an impact on teacher job satisfaction. Findings show that general job satisfaction is predicted by future intent, advancement, co-workers, company policies and practices, supervision--human, supervision--technical, and work conditions. No statistically significant relationship was found between General Job Satisfaction and the variable Novice Teacher. A General Job Satisfaction score of 31.00 to 88.00 resulted, which means that the teachers are neither entirely dissatisfied with their job nor entirely satisfied with their job. Recommendations were made for future study using the results of this study which would increase the understanding of teacher job satisfaction.