Professional Documents
Culture Documents
Submitted by
Longwood University
May 2017
TEACHER JOB SATISFACTION 2
Introduction
Every child in America deserves a free and appropriate public education. Instead of
focusing on what our students need, we have created a society in which standardized testing,
rigor, and accountability have become more important than student learning. We should be
molding a better tomorrow by teaching our students tangible work skills. Our students are
not being taught how to become productive citizens, instead we are teaching them test taking
This is creating a huge crisis for the teaching profession as teachers are leaving the
profession because they are being evaluated based on student test scores (Owens, 2013).
Turnover among the nations teachers rank significantly higher than other professions,
emphasized further by the alarming number of teachers leaving the profession during the first
few years of teaching (Ingersoll, 2001). Teaching was once considered a noble profession,
now we can barely keep qualified teachers in the classrooms due to stress, poor evaluations,
Diane Ravitch (2012) states, Will non-English speaking students start speaking
English because their teachers were fired? Will children come to school ready to learn
because their teachers were fired? Since we cant fire poverty, we cant fire students, and we
cant fire families, all that is left is to fire teachers. Owens (2013) states, Americas public
school teachers are being loudly and unfairly blamed for the failure of our nations public
schools. Owens experiences as a classroom teacher had brought him to the conclusion that
Americas public school policies are failing our children, not helping them. Many truly
effective educators across the country are reaching, stretching, and trying desperately to save
TEACHER JOB SATISFACTION 3
these children, but those in charge increasingly beat these educators back, insisting that these
teachers are not using the appropriate method of rescue (Owens, 2013). We need to put our
Definition of Terms
Job satisfaction is simply defined as the affective orientation that an employee has
towards his or her work (Price, 2001). Chen (2008) describes job satisfaction as the feelings,
enjoy their jobs (McCloskey & McCain, 1987). In general, job satisfaction is described as an
individuals attitudes and levels of motivation toward performing tasks associated with a job
(Gilmer & Deci, 1977). For this research project, job satisfaction will be measured using the
development opportunities, and sense of community (Ingersoll, 2001; MetLife, 2012). Each
Review of Literature
Introduction
The research question that guided this project was: What factors influence teacher job
satisfaction? To guide the project, the research will focus on the factors of school leadership,
of community, and feeling respected and valued. Understanding why teachers leave is the
first step in getting them to stay. Teachers leave when they encounter environments that lack
structures and workforce conditions that convey respect and value for teachers as
TEACHER JOB SATISFACTION 4
professionals, and 3) induction and mentoring programs for new and experienced teachers
(Ingersoll, 2001).
A MetLife survey that was completed in 2012 found that teacher satisfaction has
declined 23 percentage points since 2008. MetLife used the personal characteristics of the
teacher, school characteristics, student achievement, curriculum and instruction, budget and
resources in the school's leadership, views on teachers and principals, and teacher stress level
as criteria to determine teacher job satisfaction (MetLife, 2012). During this time span,
teacher job satisfaction went from 62% to 39% of teachers being very satisfied. It dropped
an additional five percentage points since 2011 to the lowest level in 25 years. Over half
(51%) of teachers in the survey reported feeling under great stress several days a week, this is
an increase of 15 percentage points since 1985 when over 36% of teachers reported being
School Leadership
determining the climate of a school (Wallace Foundation, 2011). This includes specific
leader activities that allow all teachers to feel supported in their work. Such activities
members, increasing the level of trust amongst teachers, and providing emotional support for
staff members. Not only do these activities and supports facilitate the maintenance of
professional relationships within a school, they also provide needed resources for effective
teacher practice (Bateman & Bateman, 2001; CEC, 2001; DiPaola & Walther-Thomas, 2003;
Evans, 1999; Gerlach, 2001; Goor, Schwenn & Boyer, 1997). Teachers are widely
TEACHER JOB SATISFACTION 5
and principals are the key factor in building and sustaining a school culture in which both
teachers and students can succeed (MetLife, 2012). Research has shown that an effective
principal can account for 25% of a whole schools impact on student achievement gains,
while teacher effectiveness accounts for 33% (MetLife, 2012). The Wallace Foundation
(2011) reported that there is an empirical link between school leadership and improved
student achievement.
The Philadelphia Education Fund study (2001) noted that schools that had a low
turnover of teachers had principals who demonstrated the following skills and management
styles:
involvement in meeting with new teachers, having her/his office open for
conversations, assigning new teachers classroom rosters that were not heavily
weighted with challenging students, and providing mentors early in the school year;
oversaw a safe and orderly school environment with active support for teachers on
disciplinary issues;
maintained a welcoming and respectful administrative approach toward all staff, the
provided materials and supplies to all teachers in a consistent, timely and inclusive
manner.
School leadership can impact teacher job satisfaction. Teachers want to be supported
TEACHER JOB SATISFACTION 6
and feel valued and appreciated from their administration. Supportive administrators that
provide constructive feedback to help their teachers improve their practice can have a lasting
impact on student achievement (MetLife, 2012). Effective school leadership can have a
schools organized for student and teacher success. Teachers need not only knowledge and
skills, but also conditions in which they can teach well. These conditions include more time
for teachers to work with their peers in collegial groups, with students in shared groups, and
less time in isolation (NCES, 1997). Collegial groups and teaming provide teachers with the
and exchanging insights about common students and planning strategies, expansion of
knowledge and professionalism flourish (Arnold & Stevenson, 1998). Teams provide
teachers the authority to make important decisions about students and curriculum, gain
greater control over their own scheduling and grouping, and obtain greater collegial support.
Arnold and Stevenson (1998) reported that teaming establishes a type of synergy in which
the whole (the team) has become greater than the sum of its parts (the individual teachers).
Teachers need to be given time to plan and meet with their teams regularly. When
looking at the overall master schedule of a building, the administration needs to take into
account that teachers need to have a common planning time each day to collaborate, share,
TEACHER JOB SATISFACTION 7
and work together. When teachers are given the opportunity to work in teams, the teachers
The climate within a school building and the workforce conditions it encompasses act
as either a support or a deterrent for teacher retention (Ingersoll, 2001; Johnson, Birkeland,
Kardos, Kauffman, Liu, & Peske, 2001). Workforce conditions include: administrative
support, student behavior and how it is addressed, decision making roles of administrators,
communication with principal, cooperation among the staff, recognition of the staff, control
in classroom by whom and how, having influence over school policy, student absenteeism,
student apathy, and violence (NCES, 1997). NCES (1997) suggests that adequate
compensation and safe and supportive school environments serve to attract and retain
teachers, whereas low pay and poor working conditions undermine teachers long-term
satisfaction and keeping them in the profession. Students who go to school ready to learn,
obey school rules, show respect for their teachers, and exhibit good learning behaviors not
only can contribute to a positive school climate, but also can increase teacher enthusiasm,
effectiveness, and commitment (Kelly, 2004). Dan Goldahaber (2012) indicated that about
background, families, all of which are factors beyond the control of schools and teachers.
Owens shares this thought when he states Its ridiculous to suggest that teaching, not
TEACHER JOB SATISFACTION 8
poverty, is holding kids back (2013, p. 205). The best funded public schools cannot
completely negate the effects of poverty. Darling-Hammond (2012) noted that one in four
children live in poverty in the United States, more than any other industrialized nation; far
Climate and workforce conditions can have an impact on teacher job satisfaction.
Teachers need to feel supported and respected by administration, parents, and students
(NCES, 1997). Student discipline and parental involvement can have an impact on student
achievement and teacher job satisfaction (Kelly, 2004). Teachers need to be in a safe and
Professional Development
While some of the dynamics of retention cannot be controlled, e.g., family moves,
birth of children, retirement, investing in resources that effectively address the reasons for
teacher attrition increases the likelihood that a high quality teacher who increases student
achievement will stay in the field (Billingsley, 1993). The individual achievement of
children is highly dependent on the effectiveness of the teacher. The impact of ineffective or
unqualified teachers across years dooms children to instructional losses that cannot be
regained (Sanders & Rivers, 1996). This is acknowledged in the study by Laczko-Kerr and
Berliner (2002) that states that students of fully prepared and certified teachers outperform
standardized tests.
the needs of the teacher, the classroom, and the subject/level assignment. Odell (1989) states
TEACHER JOB SATISFACTION 9
that these programs provide continuing assistance and ongoing guidance by an expert in the
field, support development of knowledge and skills, and provide opportunities for reflection.
These programs also provide opportunities for new teachers to observe and analyze good
teaching, acculturating the new teacher into the profession and the school, and include
assessment of the programs value to new teachers and its impact on student learning (Berry,
development, and committed to staying in the state, district, and school will result in all
students receiving appropriate instruction and increasing their achievement (Thornton, 2004).
developing the districts teaching force is an important first step (Thornton, 2004). Practices
that may retain more good teachers longer in the profession include (a) increasing support for
teaching grounded in standards of best practice, (b) increasing teacher voice and power, and
(c) reconfiguring the teacher role to include more collegial professional growth within a
learning community (Thornton, 2004). A high quality teacher is more than just well prepared
(Thornton, 2004).
The Bill and Melinda Gates Foundation constantly say that teacher effectiveness is
the number one factor in student achievement (Owens, 2013). Teachers are the most
important factor within schools. Ravitch (2012) has noted that Hanushek (2011) has released
studies that shows teacher quality account for about 7.5-10% of student test score gains.
TEACHER JOB SATISFACTION 10
Teachers statistically account for around 10-20% of achievement outcomes (Ravitch, 2012).
There is a direct link between teacher quality and student performance. The greatest
influence on student achievement comes from classroom practices and the professional
development that supports these practices (Wenglinsky, 2002). Unfortunately, students are
most affected by this crisis of teacher turnover. These students are being deprived of the
opportunity to learn from a high proportion of teachers who have the potential to be
competent and successful (Lumsden, 1998). The morale of teachers can have far-reaching
implications for student learning, as well as having an impact on the health of the teacher
(Lumsden, 1998).
Sense of Community
supportive relations among staff members, may facilitate teachers instructional efforts and
enhance their personal well-being. Researchers have suggested that developing and
development of clear and consistent goals for students and by encouraging teachers to work
collaboratively toward, and to take responsibility for, such goals (Newmann & Wehlage,
1995). Educational sociologists, in particular, have long held that the presence of a sense of
community and cohesion among families, teachers, and students is important for the success
and emotional skills of the students, and retains teachers (Keiser & Schulte, 2009). A school
with a positive school climate will then lead to increases in staff morale (Keiser & Schulte,
TEACHER JOB SATISFACTION 11
2009). When teachers feel like they are contributing members of the school community, that
their opinions are valuable, and they have strong relationships at work, they are more likely
to feel satisfied with their job (Belenardo, 2001). Likewise, teachers that work in caring and
supportive school environments are more likely to face the school wide challenges and
pressures for students to perform on high-stakes tests with positive attitudes (Belenardo,
2001).
The literature highlights the importance of ensuring that beginning teachers feel
valued and that they receive the support needed to experience sustained success in their
teaching (Blas, 2009). Several factors appear to be critical to the retention of teachers. A
sense of self-worth amongst teachers is for teachers to have the opportunity for professional
learning (Blas, 2009). Also, the contribution of their work environment (including support,
collegiality and possibility physical environment) are important factors (Blas, 2009).
Specifically, a teachers satisfaction with his or her career may influence the quality
and stability of instruction given to the students. Some researchers argue that teachers who
do not feel supported in their work may be less motivated to do their best work in the
classroom (Ostroff, 1992). In addition, highly satisfied teachers are less likely to change
schools or leave the teaching profession altogether than those who are dissatisfied with many
areas of their work life (Choy et al., 1993). For educators, the degree of their satisfaction
can be linked to their perceptions of effectiveness and competency (Shann, 1998). The
degree to which an educator is satisfied with his job has been shown to be a predictor of
These actions disrupt the school environment and result in the shift of valuable educational
resources away from actual instruction towards costly staff replacement efforts (NCES,
1997).
The National Commission on Teaching and Americas Future (NCTAF, 2007) has
studied the issue of teacher attrition. Findings in their 2007 report reveal that there is a clear
indication that Americas teacher dropout problem is spiraling out of control. Further,
teacher attrition has grown by 50 percent over the past 15 years (Owens, 2013). The national
teacher turnover rate has risen to 16.8 percent (Owens, 2013). In urban schools, it is over 20
percent, and, in some schools and districts, the teacher dropout rate is actually higher than the
student dropout rate (Owens, 2013). By allowing excessive teacher turnover to continue
unabated year after year, we have been digging a deep hole for ourselves (Owens, 2013).
Filling vacancies, seeking qualified candidates, and introducing and mentoring new teachers
Turnover among the nations teachers rank significantly higher than other
professions, emphasized further by the alarming number of teachers leaving the profession
during the first few years of teaching (Ingersoll, 2001). Twenty to thirty percent of
beginning teachers leave the profession within the first 5 years (Darling-Hammond, 2003).
Even after completing a 4-year degree program, 9.2% of public school teachers and 21.1% of
private school teachers under the age of 30 leave the teaching force each year (Swail, 2012).
Teachers are leaving the profession due to poor working conditions, lack of adequate
resources, and the stress of dealing with difficult children and disrespectful parents (Swail,
TEACHER JOB SATISFACTION 13
2012).
costly annual recruitment and hiring cycle, pouring more and more teachers into our nations
classrooms only to lose them at a faster and faster rate. This will continue to drain our public
tax dollars as well as undermining teaching quality, hindering our ability to close student
achievement gaps (Owens, 2013). Teacher attrition problems cost the nation in excess of $7
billion annually for recruitment, administrative processing and hiring, and professional
development and training of replacement teachers (NCTAF, 2007). The ability of schools to
keep their classrooms staffed with quality teachers will be supported more effectively if the
It is clear that compensation has been a major factor in teacher turnover for some
time; teachers do not receive the pay they deserve (Ingersoll, 2011). The persistent leaving
of the profession consistently undermines our capacity to succeed. The turnover is far worse
in poorer school districts and geographic regions (Swail, 2012). For more than 25 years, the
American Association for Employment in Education (AAEE) has consistently reported that
the areas of greatest need in education-related disciplines nationwide include teachers and
Smaller-scale studies indicated that 29% of second year teachers were thinking about leaving
the teaching profession and 10% indicated that they had already made the decision to leave
(OBrien, Goddard & Keeffe, 2007). The major factor indicated in this study was burnout.
Conclusion
teachers and start to support them. The last two chapters in Owens (2013) book,
Confessions of a Bad Teacher, were significant and compelling. In Chapter 13, Owens lays
out the ten lessons he had learned from his short time as a public school teacher. These ten
lessons were evident in showing why American education is in a crisis. Owens states, The
bad teacher witch hunt and current definition of school reform are having a long-term,
unproductive effect on so many truly needy children-children who could succeed and deserve
prestigious, rewarding, and attractive. Teachers need to be given a clear set of outcomes and
expectations, the tools they need, decent working conditions, and the time and trust that other
Teacher Turnover
For the purpose of this project, I have chosen to take a closer look at my current
school division, Charlottesville City Schools. I gathered information from the Director of
TEACHER JOB SATISFACTION 15
Human Resources, Carole Nelson. The first graph shows the number of new teachers and
administrators hired to the school division. During the 2016-2017 school year,
Charlottesville City Schools had its highest turnover in several years. The division hired 85
staff members to fill open positions. For a small school division, this is considered a high
The graph below shows the retention rates for teachers and administrators for
Charlottesville City Schools. The overall division-wide retention rate shows a slight increase
TEACHER JOB SATISFACTION 16
from last year. However, the teacher and administrative retention rates have shown a
decrease from the previous year. Ms. Nelson indicated that several administrative changes
were due to promotions and relocations for principals, as well as promotions for several
assistant principals.
Teacher Attrition
The research that I conducted holds true for Charlottesville City Schools. Teacher
TEACHER JOB SATISFACTION 17
turnover was higher with teachers having less than 5 years of experience in Charlottesville
City Schools. Based on research, it is expected that teachers with 5 years or less experience
Below are two graphs that show exit survey results from teachers and administrators
TEACHER JOB SATISFACTION 18
leaving Charlottesville City Schools. Dissatisfaction with support from school leadership
Below is the budget information that I gathered from Carole Nelson, the Director of
TEACHER JOB SATISFACTION 19
Human Resources, for recruitment and advertising expenses. For a small school division,
these numbers indicate a financial impact on our schools when we are consistently spending
Conclusion
staff and ask for staff input when creating the master schedule of the building that would
allow time for teachers to have adequate planning and time to work with colleagues.
Furthermore, a strong leadership could make efforts within the building to reach out more to
the parents so that a better school community can be built. Clara Hemphill (2000) stated,
The single most important characteristic of a good school is a strong principal (p. 23). It
may seem obvious, but this simple fact is too often overlooked: The principal is the most
important person in the building. Effective school leaders have the ability to lead the
development of strong teaching capacity across the school, shares responsibilities for
leadership with teachers and other staff, evaluates teacher effectiveness using multiple
TEACHER JOB SATISFACTION 21
measures, uses data about student performance to improve instruction, and understands how
Other reasons beyond the factors listed clearly can affect teacher job satisfaction,
such as: salary and benefits, teacher stress and burnout, long hours, and emphasis on testing
and accountability. Teacher job satisfaction can influence a teachers decision to stay or
In the book, Confessions of a Bad Teacher, Owens points out that we are losing sight
of what is really important and that is the students. He provides us with the reminder that
people outside of the classroom (building administrators to government officials) are losing
sight of what our students need. Owens (2013) states in the book that we should be letting
the classroom experts, the teachers, do the teaching. He noted that the teachers are becoming
the scapegoats for a broken system that isnt being fixed, but rather being gradually
destroyed (Owens, 2013). The desire of this study was to determine some of these areas that
Future Implications
If public education is to provide effective teachers for all students, then the schools
those students attend must become places that support effective teaching and learning.
Students are affected by this crisis of teacher turnover. It is difficult to improve student
achievement, when there is a lack of teacher stability and consistency from year to year.
Teacher morale and job satisfaction identifies itself as an urgent priority. Teachers want to
feel valued and appreciated. Luncheons and celebrations are easy ways to help teachers feel
that they are important, loved, and supported. Mentoring of new teachers with an
TEACHER JOB SATISFACTION 22
experienced and effective teacher can help new teachers feel supported. If teachers are given
the opportunity to emerge as a leader within their building or school division, this could
While some teacher turnover may be inevitable, school administrators need to focus
on enhancing teachers working conditions as much as possible to ensure that they can retain
quality teachers within their buildings. A high turnover rate may negatively impact student
improve teacher job satisfaction. A focus needs to be placed on improving teacher job
Salary and benefits can have an effect on teacher job satisfaction. Raising salaries
and increasing benefits will ultimately keep some teachers in the field. Offering stipends to
teachers for taking on leadership roles and extra responsibilities could serve as a way to
Schools can play an important role in determining the levels of parental involvement
providing opportunities for parents to talk with school personnel through home visits, family
nights, and well-planned parent-teacher conferences and open houses (Henderson & Mapp,
2002). The principal and faculty can create a relationship with the community that fosters
positive feelings for both parents and teachers. When schools engage families in ways to
improve learning and support parent involvement at home and school, students make greater
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