Contextual Influences on Novice Elementary Teacher Job Satisfaction

• In Event: Roundtable Session 6
  In Roundtable Session: Preparing and Supporting Beginning Teachers: The Role of Context and Culture in Teacher Preparation

Abstract

This study examined the teaching contexts of four novice elementary teachers with varying job satisfaction. Data was obtained through interviews, observation, and document review. There appeared to be a relationship between particular contextual features and the teachers’ overall levels of satisfaction including the teachers’ access to: strong, reciprocal relationships; meaningful collaboration; social capital; and validation and relational supports. Access to these features was mediated by the type of professional culture reflected in the school and the trust the novices had in their colleagues, relating to the teachers’ overall sense of community. When these supports were limited or not available, it was reflected in a low level of satisfaction, but did not seem to effect the teacher’s commitment to the profession.

Author

• Lynn Marie Sikma, University of North Carolina - Wilmington