Date
6-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Angela Smith
Keywords
Correlation, Job Satisfaction, Professional Development, Self-Efficacy, Teacher
Disciplines
Education | Special Education and Teaching | Teacher Education and Professional Development
Recommended Citation
Alford, Angela, "Job Satisfaction and Self-Efficacy Score Differences in General and Special Education Teachers as Measured by the Job Satisfaction Survey and Teachers' Sense of Efficacy Scale" (2018). Doctoral Dissertations and Projects. 1770.
https://digitalcommons.liberty.edu/doctoral/1770
Abstract
Teacher turn over has been a concern over the last 30 years in the United States. The implementation of No Child Left Behind Act in 2002 impacted the accountability of teachers. This quantitative, correlation study endeavors to determine the relationship between teacher self-efficacy and job satisfaction. Within this study, teachers of a Title I school in the largest school district in a southern state were surveyed via hard copy. The Tschannen-Moran instrument, Teachers’ Sense of Efficacy Scale (2001), was used to identify three subscales: student engagement, instructional strategies, and classroom management. The Job Satisfaction Survey collected participants’ general satisfaction by analyzing nine subscales resulting in one unique satisfaction score. Finding a positive correlation between self-efficacy and job satisfaction will be beneficial to resource managers and principals as they attempt to lessen teacher turnover and increase resiliency in the field.
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons
