Running Head: TEACHER JOB SATISFACTION 1

Teacher Job Satisfaction

Submitted by

Dina Lynn Fricke

Longwood University

May 2017
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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

strategies and how to pass a test.

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,

and job dissatisfaction (Owens, 2013).

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
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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

students first and support effective teachers (Owens, 2013).

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,

attitudes or preferences of individuals regarding work. It is the degree to which employees

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

categories of school leadership, organizational structure, workforce conditions, professional

development opportunities, and sense of community (Ingersoll, 2001; MetLife, 2012). Each

factor will be elaborated on in the literature review that follows.

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,

organizational structure of the school, workforce conditions, professional development, sense

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

essential professional supports: 1) support from school leadership, 2) organizational

structures and workforce conditions that convey respect and value for teachers as
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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

under a great deal of stress (MetLife, 2012).

School Leadership

Research indicates that administrative leadership is the most important factor in

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

include: providing positive administrative support, establishing relationships with staff

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
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acknowledged as the most important school-related factor influencing student achievement

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:

implemented a strong induction program that reflected the principals personal

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

children, their parents and school visitors;

developed the leadership skills of school staff; and

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
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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

positive effect on student achievement, teacher effectiveness, and parental involvement

within the schools (MetLife, 2012).

Organizational Structure of the School

NCESs (National Center for Education Statistics, 1997) recommendation is to create

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

opportunity to develop meaningful professional relationships with their colleagues, while

growing professionally. When teachers work collaboratively by sharing useful information

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,
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and work together. When teachers are given the opportunity to work in teams, the teachers

and students will benefit greatly (Arnold & Stevenson, 1998).

Climate and Workforce Conditions

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,

parental support, amount of paperwork and routine duties, availability of resources,

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

commitment to their jobs.

Characteristics of a schools student body are also important in increasing teacher

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

60% of achievement is explained by non-school factors, such as family income, students

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
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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

more lack basic supports, housing, healthcare, and food security.

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

supportive work environment (NCES, 1997).

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

students of under-certified (emergency, temporary, and provisional certificated) teachers on

standardized tests.

Successful induction programs include mentoring or coaching that is individualized to

the needs of the teacher, the classroom, and the subject/level assignment. Odell (1989) states
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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,

Hopkins-Thompson, & Hoke, 2002; Fidelar & Haselkorn, 1999).

A teacher workforce that is well trained, engaged in continuing professional

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).

Administrators assuming leadership of a retention effort as part of a long-range plan for

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

in content. Highly qualified teachers demonstrate proficiency in pedagogical knowledge,

skills, dispositions, classroom management, and overall effective teaching practices

(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.
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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

A strong sense of community in schools, reflected by shared expectations and

supportive relations among staff members, may facilitate teachers instructional efforts and

enhance their personal well-being. Researchers have suggested that developing and

encouraging a community among teachers benefits student learning by aiding the

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

of schools (Ingersoll, 2001).

A positive school climate increases student academic performance, enhances social

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,
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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).

Feeling Respected and Valued

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

teacher retention, commitment and a contributor to school effectiveness (Shann, 1998).

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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).

Problem of Teacher Turnover

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

all involve financial costs (Brenner, 2000).

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,
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2012).

Until we recognize that we have a retention problem, we will continue to engage in a

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

debilitating rate of teacher attrition is addressed and reversed (NCTAF, 2002).

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

related service personnel in special education, mathematics and science (2003).

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

If American public education is to improve, then we need to stop blaming our

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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

to succeed (2013, p. 203). The solution, according to Owens, is to make teaching

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

professionals take for granted (Swail, 2012).

Charlottesville City Schools

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
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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

number of new hires for one school year.

Retention Rates for Teachers and Administrators

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
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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
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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

will have a high turnover rate.

Exit Survey Results

Below are two graphs that show exit survey results from teachers and administrators
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leaving Charlottesville City Schools. Dissatisfaction with support from school leadership

and inadequate support shows up frequently.

Budget for Recruitment

Below is the budget information that I gathered from Carole Nelson, the Director of
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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

money on recruitment, filling vacancies, and seeking qualified candidates.

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Conclusion and Future Implications

Conclusion

A good administration can provide adequate school-based communications to their

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
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measures, uses data about student performance to improve instruction, and understands how

to use technology to improve instruction (MetLife, 2012).

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

leave the profession.

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

might be broken to enable and encourage future discourse.

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
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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

address their professional growth and satisfaction (MetLife, 2012).

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

achievement. Further research should be conducted to assist school divisions in how to

improve teacher job satisfaction. A focus needs to be placed on improving teacher job

satisfaction to in turn help student achievement.

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

increase their professional development and job satisfaction.

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

gains (Henderson & Mapp, 2002).

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