Dissertation/Thesis Abstract

Motivation and Job Satisfaction Comparison Between Pre and Post No Child Left Behind Teachers
by Shoemaker, Cynthia L., Ed.D., University of Phoenix, 2014, 158; 10641619
Abstract (Summary)

This quantitative study focused on educators entering the classroom as teachers both pre- NCLB and post-NCLB enactment. The specific problems explored in this study was the motivational levels and job satisfaction factors of pre-No Child Left Behind (NCLB) and post-No Child Left Behind (NCLB) public school educators; how motivation and job satisfaction influenced educators’ decisions to remain active in the classroom within an instructional capacity. The participants in this study were public school teachers employed by a mid-sized school district. The research instrument used as part of this study was Mertler’s (1985) Teacher Motivation and Job Satisfaction Survey (TMJS); one of the few motivational/job satisfaction surveys specifically developed for application within the education profession. SurveyMonkey supported the survey, data collection, and statistical analysis. The application of a chi-square, one-way ANOVA, Pearson Correlation, Stepwise Multiple Regression, frequency distribution tables, and descriptive statistics allowed for the identification of a relationship, if one existed, between pre- NCLB and post-NCLB educators motivation factors and job satisfaction levels and teachers choosing to remain actively engaged in teaching within the classroom. The research revealed, while there was no significant differences between pre-NCLB and post-NCLB educators’ motivational levels, job satisfaction factors between the two groups were statically significant different.

Indexing (document details)
Advisor: Everts, Sarah
Commitee: Boone, Shawn, ElHessen, Souraya
School: University of Phoenix
Department: School of Advanced Studies
School Location: United States -- Arizona
Source: DAI-A 79/03(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education Policy, Educational administration, Teacher education
Keywords: NCLB/ESSA, Teacher job satisfaction, Teacher motivation, Teacher retention
Publication Number: 10641619
ISBN: 978-0-355-48845-6
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