How Does English Learner Proficiency Impact Teacher Job Satisfaction?

• In Event: Organizational Effects Influencing Teachers and Student Outcomes

Abstract

This study examined the relationship between English Learner (EL) performance and teacher job satisfaction in a mixed method exploratory study. Analysis of overall and content domain performance on the June 2012 Biology Massachusetts Comprehensive Assessment System indicated that English proficiency (EP) was a strong predictor of performance. Urban content teachers find themselves EL content teachers through changing demographics. This study explored teacher job satisfaction in a high-incidence urban district through interviews. It found that teachers experienced the most job satisfaction when teaching emerging ELs due to the former’s visible, rapid progress in social and content language despite their lower performance on state assessments. Teachers reported the least job satisfaction teaching intermediate ELs despite their higher EP and performance.

Authors

• Mary A Mitchell, Lynn Public Schools

• Maura Walsh, Lynn Public Schools