Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel National Study

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Abstract

Using nationally representative samples for public school teachers and principals, we examined whether principal background and school processes are related to teacher job satisfaction. Employing hierarchical linear modeling (HLM), we were able to control for background characteristics at both the teacher and school levels. We found that school processes—particularly administrative support, collegiality, career and working conditions, and, to a lesser extent, teacher empowerment and positive student behavior—are positively associated with teacher job satisfaction. Based on the findings, we discussed issues such as the complexity of the phenomenon of teacher job satisfaction, the role of principalship, and monetary versus cultural factors.

Authors

• Jianping Shen, Western Michigan University

• Jeffrey M. Leslie, Andrews High School

• Jessaca K. Spybrook, Western Michigan University

• Xin Ma, University of Kentucky