Rural Teachers' Job Satisfaction, Teaching Efficacy, and Stress Predicted by School Climate and Social-Emotional Learning

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Voices From Educators in Rural Contexts (Table 5)

Abstract

This study aimed to examine the relationships between predictor variables (rural teachers’ awareness of students’ social emotional learning [SEL], school climate) and outcome variables (job stress, teaching efficacy, job satisfaction). More specifically, we examined Collie et al’s model (2012) and refined this model to better capture the relationships between these factors for rural teachers. This study recruited 78 teachers from six rural middle and high schools. Our results yielded that Collie et al’s model did not fit our rural teachers’ perceptions of job satisfaction. With an exploratory factor analysis of the Collie et al’s model, we found that among the relationships between all the outcome variables, only job workload stress had directly related to rural teachers’ sense of job satisfaction.

Authors

• Jui-Teng Li, Appalachian State University
  Presenting Author

• Douglas Thompson, Appalachian State University
  Presenting Author

• Corinne Smith, Appalachian State University
  Presenting Author

• James Beeler, Appalachian State University
  Presenting Author