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ERIC Number: ED383707
Record Type: RIE
Publication Date: 1994
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Predicting Teacher Job Satisfaction.
Kim, Inyoung; Loadman, William E.
This study investigated predictors of teacher job satisfaction as these predictors may provide valuable information about teacher satisfaction and expectations. A sample of 2,054 practicing classroom teachers was selected from graduation lists at 10 universities, part of the National Database for Preservice Teacher Education. The respondents were baccalaureate teacher education graduates employed in teaching positions at private, and public institutions, and in rural and urban settings. The validity of the survey was based on content review which was consistent with related literatures and supported by factor analysis. The data were analyzed using multiple regression to identify statistically significant predictors of job satisfaction. The analysis produced a model with seven statistically significant variables: salary, opportunities for advancement, professional challenge, professional autonomy, working conditions, interaction with colleagues, and interaction with students. These predictors of teacher job satisfaction are associated with both intrinsic and extrinsic rewards. That is, the factors salary and opportunities for advancement are generally perceived as extrinsic sources of satisfaction. They are rewards often controlled by or granted by others. Job satisfaction such as professional challenge, professional autonomy, working conditions, interaction with colleagues, and interaction with students are generally classified as intrinsic satisfiers. Intrinsic satisfiers refer to factors that make certain activities rewarding in themselves. This study has the potential of maximizing the achievement of organizational and individual goals through improvement of teacher job satisfaction. (Contains 33 references.) (JB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A