Factors affecting job satisfaction in secondary school teachers in Michigan.

Abstract

This study examined the overall job satisfaction of teachers in eleven high schools in Michigan and the specific factors that contribute to it. One hundred and eighty teachers participated in the study. Twenty of them participated in the interviews. The instruments consisted of a self-administered survey questionnaire and a semi-structured interview. Two methods of analysis were used: a quantitative analysis of the questionnaire and a qualitative analysis of the interviews. Those two methods were compared in an attempt to illuminate the nature of job satisfaction. The operationalization of overall job satisfaction was done through the use of four measurements of satisfaction and one composite scale. Overall job satisfaction was the dependent variable. Work conditions, teachers' roles, teaching practices, work role centrality, stress and demographics served as independent variables. Influence of specific factors on satisfaction was examined through Pearson correlations and stepwise multiple regressions of the survey and a thematic analysis of the interviews. Differences between stayers and potential leavers were examined using Student t tests and Chi-square tests of Independence. The first part of the interview consisted of 16 items from the questionnaire selected for in-depth analysis. Each item was followed by funnel questions. The second part asked teachers to identify their three biggest satisfiers and dissatisfiers, replicating Herzberg's Critical Incident method. Analysis of the questionnaire indicated there were seven statistically significant factors influencing overall satisfaction: support from parents, students and the community, stress, participation in curriculum development, freedom to do the work, work-role-centrality, physical surrounding and pay. Demographics did not play a significant role, though educational level and school location influenced some aspects of job satisfaction. In the interviews teachers mentioned six contributors. These were: students, challenge of teaching, intellectual growth, administrators, colleagues and stress. There were interesting differences between stayers and potential leavers. Stayers had higher satisfaction scores, less stress, and more seniority. They perceived work conditions more favorably but did not differ from leavers in terms of the extent of roles and responsibilities undertaken.