Elementary Teachers’ Job Satisfiers and Dissatisfier: What Good Professional Development Can Do (SciencePG - Elementary Teacher Job Satisfiers and Dissatisfiers: What Good Professional Development Can Do)
Volume 8, Issue 2, March 2019, Pages: 63-74
Received: Feb. 5, 2019;
Accepted: Apr. 17, 2019;
Published: May 23, 2019
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Jennifer Queyrel-Bryan, Counseling and Educational Psychology, University of Nevada, Reno, USA
Kenneth Michael Coll, Counseling and Educational Psychology, University of Nevada, Reno, USA
Roger Stewart, Literacy, Language, and Culture, Boise State University, Boise, USA
Stephanie Renee Sawyer, Counseling and Educational Psychology, University of Nevada, Reno, USA
This study evaluated specific aspects of elementary school teachers’ job satisfaction in a large urban public school district. Teachers from ten out of sixty-four elementary schools within a school district in a U.S. western state were surveyed. The elementary schools surveyed included low, medium, and high social economic status schools. This study evaluated (1) the current level of job satisfaction of elementary school teachers and (2) important professional practices that influence teacher job satisfaction. Intrinsic job satisfaction was higher than extrinsic job satisfaction, with overall job satisfaction indicating elementary school teachers were slightly more satisfied than not satisfied. Elementary school teachers were very satisfied with their co-workers, nature of work, and supervision and not satisfied with pay and operating conditions.
Kenneth Michael Coll,
Stephanie Renee Sawyer,
Elementary Teachers’ Job Satisfiers and Dissatisfier: What Good Professional Development Can Do (SciencePG - Elementary Teacher Job Satisfiers and Dissatisfiers: What Good Professional Development Can Do), Education Journal.
Vol. 8, No. 2,
2019, pp. 63-74.
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