Examining Teacher Job Satisfaction Through Conversations With Elementary School Teachers

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Conditions Conducive to Learning That Promote Educational Change (Table 15)

Abstract

Teacher job satisfaction has been studied in multiple settings and countries over the last several decades (Kim & Loadman, 1995; Lane, 2016) however, much of the current research in this area is survey-based, quantitative (Skaalvik & Skaalvik, 2015) or lends itself to determining interventions for teachers (Jennings & DeMauro, 2017). This study utilized a grounded theory approach (Glaser & Strauss, 1967) to the investigation of contextual factors influencing teacher job satisfaction in an attempt to examine the factors that emerge spontaneously through conversations with teachers. This study is grounded in the Industrial-Organizational (I-O) Psychology literature where there are calls for collaboration between educators and psychologists in order to mediate an increasing rate of teacher turnover (McIntyre et al., 2017).

Authors

• Jennifer Richardson McGee, Appalachian State University
  Presenting Author

• Tim Huelsman, Appalachian State University
  Non-Presenting Author

• Terry McClannon, Appalachian State University
  Non-Presenting Author