Kindergarten Teachers' Instructional Priorities Misalignment and Job Satisfaction: A Mixed-Methods Analysis

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-15 - Diverse Perspectives on Teachers and Teaching

Abstract

The goal of the present, mixed-methods study was to explore kindergarten teachers’ (n = 911) instructional priority misalignment, a novel predictor of job satisfaction, and to identify characteristics of teachers and the teaching profession that may foster job satisfaction. Study 1 found that misalignment between ideal and actual instructional priorities regarding Common Core and socio-emotional development negatively predicted job satisfaction. Study 2 explored why some teachers who reported high misalignment remained satisfied with the profession. Teachers described psychological well-being, positive student characteristics, and the ability to tend to the needs of their family, as reasons for high job satisfaction. The study has implications for teacher recruitment and professional development toward the goal of supporting job satisfaction in kindergarten teachers.

Authors

• Larissa Michelle Gaias, Arizona State University

• Manuela Jimenez, Arizona State University

• Tashia Abry, Arizona State University

• Kristen Granger, Arizona State University - Tempe

• Michelle Taylor, Arizona State University