University of Illinois Urbana-Champaign

A qualitative look at teacher satisfaction using journals

Palaces, Charles Allan

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https://hdl.handle.net/2142/22058

Description

Title
A qualitative look at teacher satisfaction using journals
Author(s)
Palaces, Charles Allan
Issue Date
1994
Doctoral Committee Chair(s)
McGreal, Thomas L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Sociology of
  • Education, Administration
  • Education, Elementary
Language
eng
Abstract
  • This study looks at the factors influencing teachers' satisfaction. A convenience sample of 13 teachers of Grades 3 through 8 kept journals from March 1 through April 30, 1991. Individual interview protocols were developed using the journals as the basis for follow-up questions and to give respondents an opportunity to respond in greater depth and to add satisfying experiences that they may not have mentioned during the journal-keeping period. A group interview where common themes were discussed constituted the third component of the research design.
  • Teacher satisfaction emanates from three sources: the teacher's relationships with her/his students, peers, and profession. Like most relationships, the key to satisfaction lies in the involvement of the participants.
  • "Satisfaction for the teacher in relationships with the students depends upon student involvement. Lessons that were student-centered rather than teacher-centered tended to be greater sources of satisfaction for teachers. These lessons, in general, could be characterized as those which involved the students. Lessons that drew upon the students' creativity such as writing, ""hands-on"" activities in mathematics and science, and lessons involving group activities such as cooperative learning were repeatedly cited as sources of satisfaction."
  • Satisfaction for the teacher in relationships with her/his peers depends upon professional involvement with them. Sharing ideas and working collaboratively are frequently mentioned as sources of satisfaction.
  • Satisfaction also comes to the teacher from the profession itself. Recognition from being on district- or building-level committees, growth from staff development activities, and the freedom and autonomy of the classroom bring satisfaction to teachers.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/22058
Copyright and License Information
Copyright 1994 Palaces, Charles Allan

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