Date of Degree

2-2014

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor

Nicholas M. Michelli

Subject Categories

Educational Sociology | Education Policy | Social and Philosophical Foundations of Education

Keywords

Retention, Satisfaction, Teachers

Abstract

The purpose of this study has been to explore the question of how factors in the work lives of teachers influence their experience of workplace satisfaction, and how satisfaction influences retention in the teaching profession. This study had three specific goals: (1) to examine whether five specified factors that teachers' encounter as workers influence their professional satisfaction, (2) to explore whether teacher satisfaction influences retention in the profession and (3) to determine whether school level taught plays a role in degrees of satisfaction a teacher experiences.

Data was collected over a period of five months, using a survey administered to 133 teachers, and follow-up interviews with 15, ten of whom also took the survey. Analysis indicates that both intrinsic and extrinsic factors influence teachers at their work, that teaching is a demanding profession yet one that evokes significant loyalty among its workers, and that while school level taught does indeed play a role in professional satisfaction, teachers at elementary and secondary levels are most satisfied with their work when intrinsically motivated. Intrinsic motivation is fueled by a love of students, of particular subject areas, and of the teaching profession. External factors, such as mandated testing and teacher performance evaluation systems, seriously erode satisfaction. Teaching is both a highly personal and highly public profession; satisfaction is influenced by the extent to which factors such as school climate and support are oriented to allow for teacher autonomy in the classroom.

The value of this study lies in the stories told, both through the survey administration and follow-up interviews, of the daily work-lives of teachers. Teachers are powerful work-agents insofar as they have the ability to shape the lives of succeeding generations. Their success depends on access to resources, appropriate support, and a measure of understanding of the complexities inherent in the teaching profession. It is hoped this study will contribute to that understanding and help enable teachers to translate improved work satisfaction to ever more successful teaching, with the likely outcome of well-educated generations of students.

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