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Nebraska has been a place with broad policy and public support of public education. Since the Covid-19 global pandemic, support has waned (Gallup, 2022) while the state is experiencing educator shortages and particularly acute in rural regions (McKenzie et al., 2014; Witte et al., 2023). We explored key factors that are linked to teacher job satisfaction in rural settings in comparison to national data using the job demands/resources theory framework (Baker & Demerouti, 2017). Data was collected in Spring 2023 and aligned with the National Center of Education Statistics (NCES) National Teacher and Principal Survey (NTPS) questionnaire. The NTPS data represents the mean score for the US, which allowed for a comparison of Nebraska data to the national data.
Chandra C. Diaz, Metropolitan State University of Denver
Janet M. Eckerson, University of Nebraska - Kearney
Chelsea Feusner, University of Nebraska - Kearney
HyeonJin Yoon, University of Nebraska - Lincoln
Aprille J. Phillips, University of Nebraska - Kearney
Jami Holbein-Swanson, University of Nebraska - Kearney