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
Volume 8, Issue 2, March 2019, Pages: 63-74
Received: Feb. 5, 2019; Accepted: Apr. 17, 2019; Published: May 23, 2019
Views 34      Downloads 14
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
Article Tools
Follow on us
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.
Elementary Education, Job Satisfaction, Professional Practice
To cite this article
Jennifer Queyrel-Bryan, Kenneth Michael Coll, Roger Stewart, 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. doi: 10.11648/j.edu.20190802.14
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Anhorn, R. (2008). The profession that eats its young. The Delta Kappa Gamma Bulletin Spring 2008, 15-26.
Arnett, A. (2017, May 4). To develop teachers, look to other teachers. Education Drive. Retrieved from http://www.educationdive.com/news/to-develop-teachers-look-to-other- teachers/441953/.
Arnett, S. E. & Polkinghorne, F. W. (2010). Job dissatisfaction: a factor in maintaining a highly- qualified family and consumers’ sciences teacher workforce. Online Journal of Workforce Education and Development IV (4).
Aydogdu, S. & Asikgil, B. (2011). An empirical study of the relationship among job satisfaction, Organizational commitment and turnover intention. International Review of Management and Marketing, 1 (3), 43-53.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman & Co.
Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. Journal of Special Education, 38 (1), 39-56. doi: 10.1177/00224669040380010401
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children’s early school adjustment: The role of teachers and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment (pp. 199– 225). New York: Cambridge University Press.
Caprara, G. V., Barbaranelli, C., Borgogni, L., Petitta, L., & Rubinacci, A. (2003). Teachers', school staff's and parents' efficacy beliefs as determinants of attitude toward school. European Journal of Psychology of Education, 18 (1), 15−31. Retrieved from http://www.jstor.org.unr.idm.oclc.org/stable/23420375
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology 44 (6), 473-490. Retrieved from http://ac.els- cdn.com.unr.idm.oclc.org/S0022440506000847/1-s2.0-S0022440506000847- 155 main.pdf?_tid=063145a8-0f25-11e6-8f78- 00000aab0f02&acdnat=1462056417_b8cb31537454d97b1801aae2742528bd.
Chamundeswari, S. (2013). Job satisfaction and performance of school teachers. International Journal of Academic Research in Business and Social Sciences, 3 (5) 420-428. Retrieved from http://www.hrmars.com/admin/pics/1859.pdf.
Cockburn, A. D. & Haydn, T. (2004). Recruiting and retaining teachers: Understanding why teachers teach. New York, NY: Routledge Falmer.
Comber, B. & Nixon H. (2009). Teachers’ work and pedagogy in an era of accountability. Discourse: Studies in the Cultural Politics of Education, 30 (3), 333-345. Retrieved from http://web.a.ebscohost.com.unr.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=bf26 37f8-79fc-496d-998b-edb4fa7eeb70%40sessionmgr4003&hid=4112.
Creswell, J. W. (2015). Educational research: Planning conducting, and evaluating quantitative and qualitative research (5th ed.). [Kindle edition] Pearson Education, Inc.
Currall, S. C., Towler, A. J., Judge, T. A. and Kohn, N, L. (2005). Pay satisfaction and organizational outcomes. Personnel Psychology, 58 (3): 613–640. doi: 10.1111/j.1744- 6570.2005.00245.x
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what good leaders can do. Educational Leadership, 60 (8), 6-13.
Dupriez, V., Delvaux, B., & Lothaire, S. (2016). Teacher shortage and attrition: Why do they leave. British Education Research Journal, 42 (1), 21-39. doi: 10-1002/berj.3193
Find Your Niche (2016). K-12. Retrieved from https://www.niche.com

Flynt, S. W., & Morton, R. C. (2009). The teacher shortage in America: Pressing concerns. National Forum of Teachers Education Journal, 19 (3), 1-5.
Governing (2017). The states and localities: Education. Retrieved from http://www.governing.com.
Gray, L., and Taie, S. (2015). Public school teacher attrition and mobility in the first five years: Results from the first through fifth waves of the 2007–08 beginning teacher longitudinal study (NCES 2015-337). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2015/2015337.pdf.
Hackett, G., Betz, N. E., & Doty, M. S. (1985). The development of a taxonomy of career competencies for professional women. Sex Roles, 12 (3-4), 393-409.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38 (3), 499–534.
Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86 (631), 16-31.
Ingersoll, R., Merrill, L. & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. Consortium for Policy Research in Education. CPRE Report (#RR-80). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania. doi: 10-12698/cpre.2014.RR80.
Ingersoll, R. M. & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60 (8), 30-33. Retrieved from http://www.gse.upenn.edu/pdf/rmi/EL_TheWrongSolution_to_theTeacherShortage.pdf.
Johnson, D. (2010). Teachers’ perceptions of factors that contribute to attrition. (Doctoral dissertation, Waldon University). Available from ProQuest Dissertations and Theses database. (UMI No. 3418949).
Karabiyik, B. & Korumaz, M. (2014). Relationship between teachers’ self-efficacy perceptions and job satisfaction levels. Procedia – Social and Behavioral Sciences 116, 826-830. doi: 10.1016/j.sbspro.2014.01.305.
Lee, V., Dedick, R., & Smith, J. (1991). The effect of the social organization of schools on teachers’ efficacy and satisfaction. Sociology of Education, 64 (3), 190–208. Retrieved from https://www.jstor.org/stable/2112851?seq=1#page_scan_tab_contents.
Lindqvist, P., Nordänger, U. K., & Carlsson, R. (2014) Teacher attrition the first five years: A multifaceted image. Teaching and Teacher Education.40, 94-103. Retrieved from http://dx.doi.org/10.1016/j.tate.2014.02.005.
Litwin, M. S. (1995). The survey kit: How to measure survey reliability and validity. Thousand Oaks, CA: SAGE Publications.
Marinell, W. H. & Johnson, S. M. (2014). Midcareer entrants to teaching: Who they are and how they may, or may not, change teaching. Educational Policy, 28 (6) 743–779. Retrieved from http://epx.sagepub.com.unr.idm.oclc.org/content/28/6/743.full.pdf+html.
Mojavezia, A. & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2 (3), 483-491. Retrieved from http://search.proquest.com.unr.idm.oclc.org/docview/1348130503/fulltextPDF/781E6916 86A3432CPQ/8?accountid=452.
Nieto, S. M. (2003). What keeps teachers going? Educational Leadership 60 (8), 14-18.
Nunnally, J. C. (1967). Psychometric theory. New York, NY: McGraw-Hill.
Pearson, A. & Moomaw, R. (2005). The relationship between teacher autonomy and stress, job satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29 (1), 37-53. doi: 10.1177/1362168810365236
Perie, M., & Baker, D. P. (1997). Job satisfaction among America’s teachers: Effects of workplace conditions, background characteristics, and teacher compensation. Washington, DC: U. S. Department of Education. Retrieved from https://nces.ed.gov/pubs97/97471.pdf
Perrachione, B. A., Rosser, V. J., & Petersen, G. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. The Professional Educator, 32 (2), 1-17. Retrieved from http://files.eric.ed.gov/fulltext/EJ862759.pdf
Public School Review (2017). Retrieved from http://www.publicschoolreview.com
Raudenbush, S., Rowan, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65 (2), 150−167. Retrieved from http://www.jstor.org.unr.idm.oclc.org/stable/2112680

Reeves, D. (2004). Accountability at a crossroads. Leadership, 34 (2), 12-15, 36-37.
Robinson, J. S., Garton, B. L., & Vaughn, P. R. (2007). Becoming employable: A look at graduates' and supervisors' perceptions of the skills needed for employment. NACTA Journal 51 (2), 19-26. Retrieved from http://search.proquest.com.unr.idm.oclc.org/docview/214380408/fulltextPDF/FC8AFC4 C6CB144FFPQ/7?accountid=452.
Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of K-3 students. Elementary School Journal, 102 (2), 141−156. Retrieved from http://www.jstor.org.unr.idm.oclc.org/stable/1002205.
Schiller, L. & Hinton, C. (2015). It’s true: happier students get higher grades. The Conversation. Retrieved from http://theconversation.com/its-true-happier-students-get-higher-grades- 41488
Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology, 13 (6), 693-713. Retrieved from http://link.springer.com.unr.idm.oclc.org/article/10.1007/BF00929796.
Spector, P. E. (1997). Job satisfaction: Application, assessment, causes, and consequences. Thousand Oaks, CA: Sage.
State Report Card. (2015) Per pupil expenditures. Retrieved from http://www.nevadareportcard.com.
Tschannen-Moran, M. & Woolfolk-Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education 23 (6), 944- 956. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X06000953.
Walker, T. (2014). NEA survey: Nearly half of teachers consider leaving profession due to standardized testing. Retrieved from http://neatoday.org/2014/11/02/nea-survey-nearly- half-of-teachers-consider-leaving-profession-due-to-standardized-testing-2/.
Weinstein, C. S. (1988). Preservice teachers’ expectations about the first year of teaching. Teaching and Teacher Education, 4 (1), 31–40. doi: 10.1016/0742-051X (88)90022-4.
Westervelt, E. (Education Correspondent), Block, M (Host), & Evstatieva, M. (Director). (2015). Where have all the teachers gone? [Radio Broadcast]. In Carline Watson (Executive Producer), All Things Considered. Washington, D. C., National Public Radio. Retrieved from http://www.npr.org/sections/ed/2015/03/03/389282733/where-have-all-the- teachers-gone.
Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18 (1), 5–22. doi: 10.1016/S0742-051X (01) 00047-6.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186