The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction

Citation data:

Walden Dissertations and Doctoral Studies

Publication Year:
2017
Usage 151
Downloads 118
Abstract Views 33
Repository URL:
https://scholarworks.waldenu.edu/dissertations/3674; https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4777&context=dissertations
Author(s):
Evans, Paula Joan
Publisher(s):
ScholarWorks
Tags:
job satisfaction; peer support; professional learning; teacher attrition; Educational Administration and Supervision; Teacher Education and Professional Development
thesis / dissertation description
Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.