School-level Factors Associated With Teachers’ Perceptions of Working Conditions

• In Event: Teachers’ School Community, Climate, and Culture Experiences: Correlates and Related Constructs

Abstract

To provide high-quality education, schools must attract and retain effective teachers. Working conditions are important in constructing a stable, competent educator workforce. Using the Job Demands-Resources model, the current study investigated the relationship between school-level factors (school organizational levels, school location, and school poverty levels) and teachers' perceptions of their working conditions (14,397 teachers from 702 schools). Latent mean differences revealed that teachers' perceptions of working conditions differed significantly across school organizational and poverty levels. High school teachers and teachers at moderate- and high-poverty schools reported experiencing fewer resources and higher demands. The findings have important implications for schools and policymakers seeking to improve teacher working conditions from a school-level perspective.

Authors

• Angela D. Starrett, University of South Carolina

• Ruiqin Gao, University of South Carolina