Development and test of a conceptual model of teacher job satisfaction

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dc.contributor.authorWilliams, Carol Gatzkeen
dc.contributor.committeecochairBillingsley, Bonnie S.en
dc.contributor.committeecochairKeith, Timothy Z.en
dc.contributor.committeememberJones, Philip R.en
dc.contributor.committeememberParks, David J.en
dc.contributor.committeememberLuth, Franken
dc.contributor.departmentAdministration and Supervision of Special Educationen
dc.date.accessioned2014-03-14T21:23:32Zen
dc.date.adate2005-12-22en
dc.date.available2014-03-14T21:23:32Zen
dc.date.issued1993en
dc.date.rdate2005-12-22en
dc.date.sdate2005-12-22en
dc.description.abstractThe purpose of this study was to develop and test a conceptual model of teacher job satisfaction based on prominent job satisfaction theories in business and industry, but focused primarily on the theory of Frederick Herzberg. The variables selected for inclusion in the model were identified from a review of teacher job satisfaction literature and represented both the professional environment of the teacher and the potential for professional development. The Schools and Staffing Survey, an extant database from a national sample, provided the data for the path analysis procedures used in this study. Separate models were analyzed for general and special educators and for elementary and non-elementary general educators. The path analysis results suggested that the administrative climate (i.e. leadership, teacher participation in decision-making, teacher autonomy) had the greatest effect on perceptions of job satisfaction for both general and special education teachers. Peer support (perceived support from parents and colleagues) also appeared to have a significant direct effect on job satisfaction for general educators. An increase in teaching experience was associated with a decrease in both desire for professional development incentives and job satisfaction. In addition, the descriptive results indicated that very few respondents were currently receiving any type of career incentives. The results of the study also indicated a lack of substantive evidence that salary, teaching assignment, and education level of teachers have an impact on job satisfaction. The study concluded with the suggestion to school policy makers that the development of a working environment that includes teachers in decision-making, increases teacher autonomy, provides leadership and support, and promotes an atmosphere of collegiality may lead to increased levels of job satisfaction.en
dc.description.degreeEd. D.en
dc.format.extentvii, 91 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-12222005-090632en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-12222005-090632/en
dc.identifier.urihttp://hdl.handle.net/10919/40447en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1993.W566.pdfen
dc.relation.isformatofOCLC# 28651388en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1993.W566en
dc.subject.lcshJob satisfaction -- Mathematical modelsen
dc.subject.lcshJob satisfaction -- United Statesen
dc.subject.lcshTeachers -- Job satisfactionen
dc.titleDevelopment and test of a conceptual model of teacher job satisfactionen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineAdministration and Supervision of Special Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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