School of Education


Doctor of Education in Educational Leadership (EdD)


Wesley Scott


Self-efficacy, Professional Development, Job Satisfaction, Early Childhood




Retaining high quality teachers continues to be a priority of school districts across the country, especially with a continued increase in the number of teachers leaving the profession. Understanding why teachers are leaving and how districts might provide support to stem this exodus is an ongoing question for educational leaders. The purpose of this quantitative correlational study was to determine if self-efficacy and professional development could predict the job satisfaction of pre-kindergarten teachers in West Virginia. The survey was given to pre-kindergarten teachers in multiple school districts who were selected through convenience sampling from West Virginia during the 2020-2021 school year. The Teacher Self-Efficacy Survey and the Teacher Job Satisfaction Questionnaire were used to measure the self-efficacy and job satisfaction, with professional development self-reported by participants. A linear regression analysis was used to determine the predictability of self-efficacy and professional development on job satisfaction. Results found self-efficacy was a predictor of job satisfaction of pre-kindergarten teacher. While professional development was shown to have some predictability of job satisfaction, the data were not significant enough to reject the null hypothesis.

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