A Study of Factors That Influence Job Satisfaction of Teachers at a Southeast Christian School

Autor/in	Churchwell, Mark S.
Titel	A Study of Factors That Influence Job Satisfaction of Teachers at a Southeast Christian School
Quelle	(2016), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alabama State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8403-2
Schlagwörter	Hochschulschrift; Dissertation; Job Satisfaction; Questionnaires; Statistical Analysis; Christianity; Teacher Attitudes; Gender Differences; Elementary School Teachers; Secondary School Teachers; Marital Status; Religious Education; Teaching Experience; Effect Size; Middle School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Fragebogen; Statistische Analyse; Christentum; Lehrerverhalten; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Familienstand; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This quantitative study investigated factors that influence the job satisfaction of teachers at a large K-12 Christian school. Selected demographic variables (gender, marital status, grade level taught, and years of teaching experience) were examined for their relationships with teacher job satisfaction. The following overarching question guided this study: What factors contribute to teacher job satisfaction in Christian schools? The following sub-questions were designed to answer that overarching question: What are perceived reasons that teachers choose to teach in Christian schools? What could Christian schools do that would increase their teachers' job satisfaction? Do these vary by gender, years of teaching experience, marital status, or whether the teacher teaches in elementary, middle, or high school? This study was conducted during the Spring semester of the 2015-2016 school year. The participants were asked to complete the "Teacher Job Satisfaction Questionnaire" (TJSQ). The research instrument was distributed at a mandatory faculty meeting. The data were analyzed using descriptive statistics to calculate measures of central tendency (mean) and measures of variation (standard deviation). Once the mean and standard deviation for each level were found, Cohen's d, using pooled variances, was used to calculate an effect size difference for each level. The research reflects that there were small variances in teacher job satisfaction perceptions in relation to the gender of the teachers, with male teachers perceiving slightly higher levels of job satisfaction. There was also a small variance in teacher perceptions of job satisfaction in relation to the teacher's marital status, with married teachers reporting slightly higher levels of satisfaction. The size difference for both the gender and marital status of the teachers' responses was indicated by a Cohen's d effect size of 0.12. The grade level taught revealed a moderate variance of job satisfaction perceptions. High school teachers were the most satisfied with their jobs and middle school teachers were the least satisfied in their teaching positions. In this study, the years of teaching experience indicate that job satisfaction perceptions change as the years of teaching experience increase. Those with 11 to 15 years teaching expressed the highest levels of satisfaction, and teachers with 20+ years teaching expressed the lowest job satisfaction levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01