The Perceptions of Teachers in Rural Title 1 Middle Schools Concerning the Experiences that Negatively Influence Job Satisfaction
The Perceptions of Teachers in Rural Title 1 Middle Schools Concerning the Experiences that Negatively Influence Job Satisfaction

Author: Michael Stephen Slaven

Publisher:

Published: 2011

Total Pages: 270

ISBN-13:

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A qualitative phenomenological research design was chosen to examine the perceptions of teachers concerning experiences that negatively influence teachers' job satisfaction in rural Title I schools in Georgia. Twelve middle school teachers from three Georgia school districts were interviewed. Pilot interviews and follow-up interviews were also held. Interview data was coded, codes were examined for redundancy and codes were collapsed into broad themes. Major themes related to teacher dissatisfaction included negative relationships with administrators and problems with student behavior. Major themes related to teacher satisfaction included positive relationships with colleagues, working with students, and a sense of efficacy. Problems with student behavior, initial misconceptions concerning teaching, and a sense of isolation were identified by participants as factors that increase the difficulty of teaching. Due to job dissatisfaction related to the teacher-administrator relationship and problems with student behavior, several participants indicated that they would leave their current position for a comparable job outside of education. Participant responses supported Frederick Herzberg's two-factor theory on worker satisfaction, Abraham Maslow and Clayton Alderfer's theories related to the categorization of human needs, and theories on human motivation proposed by Jeremy Bentham and Victor Vroom. Additional theoretical implications along with applications for educational leaders are also delineated in the study.

Perceived Job Satisfaction Factors Impacting the Retention of Middle School Teachers in Northwest North Carolina
Perceived Job Satisfaction Factors Impacting the Retention of Middle School Teachers in Northwest North Carolina

Author:

Publisher:

Published: 2006

Total Pages:

ISBN-13:

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The body of research related to teacher retention continues to grow but is limited concerning middle school teachers. The focus of this study was to examine the factors of job satisfaction for middle school teachers. A portion of the study compares teacher responses with Herzberg, Mausner, and Snydermanâs 1959 study of motivation. Additional components of the study provide middle school teachersâ feedback on their dispositions and recommendations to administrators and others for attracting and retaining quality middle school teachers. This qualitative study includes a review of related literature and includes a historical perspective of job satisfaction and a discussion of Herzbergâs Two-Factor Motivation Theory. Teacher job satisfaction and dissatisfaction, along with current trends in teacher retention efforts, complete the review of literature. Data for the findings were obtained from a demographic survey and semi-structured interviews of current and former middle school teachers. The data were then analyzed to learn what factors encourage middle school teachers to remain in the classroom or to leave. Responses related to teacher dispositions were also analyzed. Findings of this study validate the research of Gawel (1997) based on Bellot and Tutor; salary was not found to be the highest motivator as in the Herzberg study. Instead, participants identified the work itself, their enjoyment of the early adolescent student, and their relationships with co-workers to be important areas of job satisfaction and what keeps them returning to their middle school classrooms. The personal dispositions identified by participants as necessary to being successful as a middle school teacher were a good sense of humor, a love of the age group, and being energetic, flexible, organized, enthusiastic, consistent, and firm. This study will be of interest to universities and colleges with teacher preparatory programs. It will be of interest, also, to school administrators, principals,

A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction
A Case Study Comparison of Novice and Veteran Middle School Teachers' Perceptions of Job Satisfaction

Author: James Mitchell Bailey (Jr.)

Publisher:

Published: 2018

Total Pages: 168

ISBN-13:

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American schools, like nations across the world, are faced with the challenge of recruiting and retaining highly qualified teachers. The purpose of this case study was to discover and compare the perceptions of job satisfaction among novice and veteran middle school teachers that lead to longevity in one county in the state of Georgia. This research study followed a qualitative research design using a case study framework from data collected through focus groups, one-on-one interviews, and participant journaling. Participants included a total of 16 teachers within two groups who had either a maximum of five years or a minimum of 11 years of teaching experience with at least five of those years teaching in a middle school. The first group consisted of eight novice teachers, those with less than five years of teaching experience, working in middle schools located within Coweta County, Georgia. The second group consisted of eight veteran teachers, those with more than 11 years of teaching experience, working in middle schools located within Coweta County, Georgia. A total of eight participants, four from each group, participated in a one-on-one interview and participant journaling. The other eight participants, four from each group, participated in two separate focus group sessions and participant journaling. Data were collected and analyzed by assigning a pseudonym to each participant in the study and by classifying responses as a result of emerging themes. Findings revealed eight essential themes that correlate to literature related to job satisfaction and school climate, school leadership, and a teacher’s working condition.