Teacher job satisfaction in middle-level schools
This study investigated the relationship between teacher job satisfaction, highest education degree and years of teaching experience as reported by certified teachers in selected middle level school settings. The ultimate goal of this study was to provide administrators with information to use toward promoting higher levels of teacher satisfaction in their particular middle level school setting. This study was conducted during the 2001-2002 Spring semester, and participants were teachers from three different middle level schools in three different school districts in a southeastern state. All data were collected using the NASSP Teacher Satisfaction Survey. A multiple correlation technique was used to determine if a relationship existed between each of the nine subscales of the NASSP Teacher Satisfaction Survey (administration; communication; compensation; co-workers; curriculum and job tasks; opportunities for advancement; parents and community; school buildings, supplies, and maintenance; and student responsibility and discipline) years of teaching experience and highest education degree. In addition, race and gender data were collected for their demographic value. After testing each of the nine hypotheses, no statistically significant relationships were found between teacher job satisfaction, years of teaching experience and highest education degree. However, after further analysis and interpretation of the survey data, all nine subscale group standard scores (T-Scores) were found to be in the average range (40-60) when plotted on a profile chart, indicating positive results. Both administration and opportunities for advancement rated the highest scores at 56. Curriculum and job tasks, co-workers, and communication rated the second highest scores at 53. School buildings, supplies, and maintenance were rated at a score of 45, and compensation at 44. Student responsibility and discipline, and parents and community rated the lowest score at 40. The overall findings of this study indicated that teachers were basically satisfied with their teaching jobs regardless of their years of teaching experience or highest education degree. These findings may assist administrators in recognizing the positive aspects of their teacher's jobs and enable them to devote more time toward improving areas that are deficient within their own schools.