An examination of teacher job satisfaction, work-related stress and organizational culture in three school districts.

摘要

This study examined the relationship between teacher job satisfaction and school climate/organizational culture in three school districts. An additional issue examined was differences in levels of teacher satisfaction among building levels.; A nonexperimental, descriptive research design was used in this study using three data collection tools. The Connecticut Effective Schools Questionnaire (CSEQ)-Revised was utilized to determine teacher's perceptions of the presence of the seven effective school correlates: (a) safe and orderly environment, (b) clear school mission, (c) instructional leadership, (d) high expectations, (e) opportunity to learn, (f) frequent monitoring of student progress, and (g) home school relations. The Quality of Teacher Work-life (QTWL) measured teacher perceptions of job satisfaction and work related stress. A demographic survey was used to examine teachers' professional characteristics. A total of 136 teachers from three school districts participated in the study. These teachers who volunteered to participate in the study were drawn from elementary, middle, and high schools in the three school districts.; Four research questions were posed for the purpose of this study. Results of this study indicated that teachers who had positive perceptions of school effectiveness were more likely to significant differences were found for job satisfaction or work-related stress indicating that teachers at each building level were experiencing moderately high levels of job satisfaction and low levels of work-related stress. Building level to which the teacher was assigned was a statistically significant predictor of safe and orderly environment, clear school mission, high expectations, opportunity to learn/time on task, and home school relations.; Based on these findings, it appears that teachers in elementary schools were more likely to perceive that their schools were effective. Further research is needed to determine why middle and high school teachers are not as satisfied as teachers at the elementary level.