International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Retaining the Good Ones: Factors Associated with Teacher Job Satisfaction
Kevin J. Walsh, Jolene Battitori

Abstract
A study of teachers’ attitude and school cllimate was completed in an effort to identify the motivational factors potentially affecting teachers’ decisions to remain in the profession. The study was conducted using data collected by the National Center for Education Statistics (NCES) obtained through a survey administered during the 2003-2004 school year to teachers across the nation. A statistical analysis was completed on responses of approximatley 500 New Jersey teachers with at least five years K-12 experience in public schools. The treatment of data included: (a) item analysis, (b) correltation and factor analysis, (c) multiple linear regression and (d) analysis of variance. Examination of the responses to 21 survey questions helped to identify the variables that influence teacher motivation and whether these variables differ in importance when examined by the main effects of gender, general/special education, or elementary/secondary grade level assignment. Findings of the study indicate that staff recognition is important to teachers’ overall satisfaction. Despite the persistance of several areas of frustration, teachers are able to maintain overall job satisfaction. With respect to gender, the study indicated that females perceived principal communication and consistent enforcement of rules more positively than their male counterparts. In contrast, males perceived student misbehavior as interfering with teaching more strongly than their female counterparts. Special education effects were limited with teachers reporting consistent behavior enforcement more positively than their general education counterparts. Elementary teachers reported significant differences in responses across the spectrum of many items as compared to their secondary counterparts.

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