› › The Identification And Perception Of The Factors Affecting Monit Public School Teacher Job Satisfaction During Academic Year 1968 1969 By Selected Personnel














Factors that Contribute to Job Satisfaction and Teacher Retention in Title I Versus Non-Title I Elementary Schools

Author : Janice Lea Tolliver

Publisher :

Page : 107 pages

File Size : 41,10 MB

Release : 2018

Category : Elementary school teachers

ISBN :

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Book Description

The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are leaving the profession by the thousands each year. It is imperative that this trend is stopped and reversed to ensure that quality teachers remain in schools. The current study employed a causal-comparative design to determine if working conditions in Title I schools versus non-Title I schools were associated with teacher job satisfaction and teacher retention using the North Carolina Teacher Working Conditions (NC TWC) Survey. The qualifications of the selected participants were that they were employed in a specific district in North-Central North Carolina during the 2015-2016 school year, and taught in two specific Title I or two specific non-Title I elementary schools. Participants were drawn from a convenience sample of teachers (n= 110) in two Title I elementary schools and two non-Title I elementary schools and were randomly selected from that sample for job satisfaction, and fifty Title I elementary schools and fifty non-Title I elementary schools (n=100) for teacher turnover rate. The data were analyzed using a t-test for independent means to determine whether the means of the two groups were statistically significant from one another in job satisfaction and a chi-square test to determine whether teacher turnover rate was distributed differently between the Title I schools and non-Title I schools. No significant difference was found in any subcategory for job satisfaction and no significant difference was found in teacher retention. Recommendations for future research include utilizing a larger number of schools and districts in the sample and examining all subcategories of the NC TWC Survey. The results of this study may influence the steps that school systems can take to retain quality teachers.





Factors Affecting Teacher Satisfaction in an Urban School District

Author : Michael A. Halpert

Publisher :

Page : 103 pages

File Size : 44,94 MB

Release : 2011

Category : Education, Urban

ISBN :

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Book Description

The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten through eighth grade schools in the southwest region of the United States were given a modified version of the 2007/08 Schools and Staffing Survey, a federally recognized survey on the satisfaction levels of teachers in America, combined with a select number of questions created by the researcher in this study to address the research questions of this study. Data were collected and analyzed through Survey Monkey, an online data portal, and imported into SPSS for data analysis. Both descriptive and inferential statistics were compiled to provide answers to the research questions established for this study. Results from this study indicated that although a majority of teachers sampled were satisfied with their teaching positions (78%), kindergarten through fourth grade teachers were more satisfied than teachers in the older grades. For the whole group, salary was the most influential factor; however, the teachers with 11 to 15 years of experience were the only ones who chose salary as their primary choice to increase their satisfaction. This study found that the levels of satisfaction per subgroup (teachers' years of experience, level of education, gender, age, type of certification, and grade level) were different than the group needs as a whole. This study revealed that the needs of the whole group and the needs of the subgroups can differ, consequently individual differences of the staff need to be taken into consideration. To view the staff as a whole may discredit the needs of the individual. Even though data indicated that a significant number of teachers felt supported by their administration, this study revealed the need for administrative staff to address specific issues of subgroups in their schools.