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SCIENCE TEACHERS: FACTORS THAT AFFECT JOB SATISFACTION
by
Tania T. Armer
KATHERINE GREEN, PhD, Faculty Mentor and Chair
ADRIENNE GIBSON, PhD, Committee Member
ELAINE GUERRAZZI, PhD, Committee Member
Barbara Butts Williams, EdD, Dean, School of Education
A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree
Doctor of Philosophy
Capella University
May 2011
UMI Number: 3460037
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Tania T. Armer, 2011
Abstract
The objective of the study was to investigate which factors affect the job satisfaction of
middle- and high-school science teachers. The variables were job satisfaction and
demographics. A correlation between each of the variables was investigated to determine
if a relationship existed with science teachers and their overall job satisfaction. The job
satisfaction variables were pay, promotion, supervision, contingent rewards, operating
conditions, coworkers, nature of work, communication, and fringe benefits. While the
demographic variables were age, gender, level of education, years of teaching science,
and total years of teaching experience. A survey was sent to 436 middle- and high-school
science teachers. The survey included Paul Spectors Job Satisfaction Survey (1994) and
demographic data questions. A total of 137 surveys were completed and analyzed by a
series of statistical analysis tests on the variables. These tests included descriptive
statistics, frequency distributions, standard deviations, Pearsons correlation, Spearmans
Rho, and Chi-Square tests. The research questions along with their corresponding
hypotheses were then compared and analyzed with the test results. The studys analysis
results concluded that a moderate positive relationship exists between a science teachers
job satisfaction and the job satisfaction variables of pay, supervision, contingent rewards,
operating conditions, coworkers, and communication, while a low positive relationship
exists with the job satisfaction variable of fringe benefits. Additionally, a relationship was
found to exist between a science teachers job satisfaction and the demographic variables
of age, years of teaching science, and total years of teaching experience. No relationship
was found to exist between a science teachers job satisfaction and the job satisfaction
variables of promotion and nature of work as well as the demographic variables of gender
and level of education. The studys findings would be beneficial to schools and school
systems to help in the hiring and retention of qualified science teachers as it identifies
which factors need to be explored in order to help improve science teachers job
satisfaction.
Dedication
This dissertation is dedicated to my husband, Robby, our daughter, Gabriela, my
parents, David and Rosita, my father and mother-in-law, Chuck and Liz, my sisters
Jeniffer and Ivett, their husbands, Eric and Bruce, and my nieces, Alexandra, Isabel, and
Ileana. They all provided love, support, encouragement and I would not have
accomplished this feat without them.
iv
Acknowledgments
I would like first and foremost to thank God, who has given me the strength to
continue and finish this journey. Secondly, I would also like to thank my wonderful
mentor, Dr. Katherine Green, who was placed in my path by divine intervention. She has
been with me through the ups and downs of this journey. Thirdly, I would also like to
thank the rest of my committee members: Dr. Adrienne Gibson who has been part of my
committee from the beginning and has been instrumental in keeping me on my toes, and
Dr. Elaine Guerrazzi, who graciously joined my committee and has also been a
wonderful pillar of support since joining the committee.
In addition, I would like to thank my sister, Ivett, who became my unofficial
mentor, cheerleader, editor-in-chief, and all-around go-to person.
Table of Contents
Acknowledgments
List of Tables
ix
List of Figures
xi
CHAPTER 1. INTRODUCTION
Introduction to the Problem
Background of the Study
Statement of the Problem
Purpose of the Study
Rationale
Research Questions and Hypotheses
Nature of the Study
10
Significance of the Study
11
Definition of Terms
13
Assumptions and Limitations
15
Organization of the Remainder of the Study
16
CHAPTER 2. LITERATURE REVIEW
18
Introduction
18
Theoretical Framework
18
Teacher Job Satisfaction
24
Factors that May Affect Teacher Job Satisfaction
27
Burnout, Teacher Turnover, and Shortage
45
Science Teachers
47
vi
Job Satisfaction Survey
53
Conclusion
57
CHAPTER 3. METHODOLOGY
60
Introduction
60
Restatement of the Purpose
61
61
Research Design
65
Population
66
Instrumentation
66
Administration and Data Collection
69
Ethical Issues
72
Limitations of Methodology
73
CHAPTER 4. DATA COLLECTION AND ANALYSIS
74
Introduction
74
Purpose
75
75
Descriptive Statistics of Demographics
79
Job Satisfaction Survey Results
84
Job Satisfaction Analysis
95
Demographics and Job Satisfaction Analysis
114
Conclusion
119
CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS

Introduction
121
121
vii
Summary of the Study
122
Summary of the Findings and Conclusions
124
Implications for Action
135
Recommendations for Future Research
137
Conclusion
138
REFERENCES
139
viii
List of Tables
Table 1. Grade Level Currently Taught
80
Table 2. Average Age of Respondents
81
Table 3. Total Years of Teaching Experience
83
Table 4. Total Job Satisfaction Statistics
86
Table 5. Pay Results
87
Table 6. Promotion Results
88
Table 7. Supervision Results
89
Table 8. Fringe Benefits Results
90
Table 9. Contingent Rewards Results
91
Table 10. Operating Conditions Results
92
Table 11. Coworkers Results
93
Table 12. Nature of Work Results
94
Table 13. Communication Results
95
Table 14. Pearson Correlation of Overall Job Satisfaction and Satisfaction with Pay
97
Table 15. Spearmans Correlation Overall Job Satisfaction and Pay
98
Table 16. Pearson Correlation of Overall Job Satisfaction and Satisfaction with
Promotion
99
Table 17. Spearmans Rho Correlation of Overall Job Satisfaction and Satisfaction
with Promotion
100
Supervision
101
with Supervision
102
ix
Contingent Rewards
103
with Contingent Rewards
104
Operating Conditions
105
with Operating Conditions
106
Coworkers
107
Table 25. Spearmans Correlation of Overall Job Satisfaction and Satisfaction

with Coworkers
108
Nature of Work
109

with Nature of Work
110
Communication
111

with Communication
112
Fringe Benefits
113

with Fringe Benefits
114
Table 32. Chi-Square Test on Age and Job Satisfaction
115
Table 33. Chi-Square Test on Gender and Job Satisfaction
116
Table 34. Chi-Square Test on Level of Education and Job Satisfaction
117
Table 35. Chi-Square Test on Years of Teaching Science and Job Satisfaction
118
Table 36. Chi-Square Test on Total Years of Teaching Experience and Job
Satisfaction
119
List of Figures
Figure 1. Gender
80
Figure 2. Years of teaching science
82
Figure 3. Highest level of education
84
xi
CHAPTER 1. INTRODUCTION
Introduction to the Problem

The Bureau of Labor Statistics (2007) emphasized that many teachers have faced
stressful working conditions from occupational situations such as lack of student
discipline, lack of administrative support, and lack of resources. Tye and OBrien (2002)
have pointed out that according to their studies an increased workload coupled with large
class sizes was contributing to veteran teachers leaving the field. Furthermore, Hamman
and Gordons (2000) study concurred with Atkins (2003) findings, Heavy workloads
along with inappropriate budgets, long hours, and difficult students contributed to teacher
stress as much as external pressures (Hamman & Gordon, 2000, para. 12). In brief, these
stressors lead to burnout (Hamman & Gordon, 2000). Hamman and Gordon (2000)
further explained their definition of burnout: the dissatisfaction in ones job conditions
that leads to lack of productivity. Moreover, improvements in teaching conditions were
matched by increased student achievement and making teaching more rewarding
(Research Update, para. 4).
The aim of this study was to investigate which factors affect the job satisfaction of
middle- and high-school science teachers. Teacher job dissatisfaction can lead to attrition
1
and may result in teacher shortages (Ash, 2007; Byrne, 1998; Georgia Professional
Standards Commission, 2001; Ingersoll, 2001; 2003; 2006; Marshall, 2004). Ingersoll
(2006) attributed teacher attrition to a disproportionate number of math and science
teachers leaving the profession. The teacher shortage affects recruitment and retention of
teachers in key subjects such as science (Ingersoll, 2003; 2006). Ingersoll (2003; 2006)
believed the trouble with the shortage of qualified teachers should be resolved by
understanding how to both retain and attract quality teachers to the fields of math and
science. Ingersoll (2006) wrote, Moreover,. . . while it is true that teacher retirements are
increasing, the overall amount of turnover accounted for by retirement is relatively minor
when compared to that resulting from other causes, such as job dissatisfaction. . .(p. 208).
The study was quantitative in nature and focused on what possible factors could affect
science teachers job satisfaction.
Background of the Study

The background of the study centered on which possible factors could affect
science teachers job satisfaction. To begin to understand this problem, one must
understand job satisfaction and human motivation. Several studies have reported on the
relationship between job satisfaction and human motivation. Names such as Mayo
(1930), Maslow (as cited in Huitt, 2001) and Herzberg (as cited in Gawel, 1997; Leach &
Westbrook, 2000) have become synonymous with theories related to understanding job
2
satisfaction and human motivation. Though the theories developed varied somewhat, the
basis for each study was the same. Each theorist had worked on the search to understand
what drives workers to achieve job satisfaction.
Mayo (1930) was the first to be credited with starting the movement on studying
job satisfaction. Through the Hawthorne Studies, Mayo (1930) solidified the importance
of understanding employees needs and wants in order to increase profits. Maslows (as
cited in Huitt 2001) studies on human motivation and job satisfaction led him to develop
the theory of human motivation. Although Mayo (1930) identified the importance of
management in considering employees needs, Maslow was able to define what each
need was (as cited in Lindner, 1998). In fact, Maslow defined these needs into five levels.
As a result, the significance of Maslows theory of motivation lies in the fact that
according to Maslow, employees had five levels of needs: physiological, safety, social,
ego, and self-actualization (Lindner, 1998, para. 3).
Further studies on human motivation and job satisfaction were conducted by
Herzberg. In 1959, Herzberg developed and published the two factor hygiene theory
(Gawel, 1997; Lindner, 1998; Leach & Westwood, 2000). The theory focused on two
factors that determined a persons job satisfaction: hygienes and motivators. According to
Herzbergs studies, these two factors, though seemingly independent of each other,
together affected the absence or presence of the factors that predicted if an employee was
satisfied or dissatisfied with his or her job.
3
In general, what has been learned about human motivation and job satisfaction is
that in order for people to be motivated to work, some basic needs must be met. These
identified needs may vary slightly depending on the theorists; however, whether these
needs are defined as Maslows physiological or as Herzbergs hygiene needs, they still
relate to what motivates people to be satisfied (Gawel, 1997; Leach & Westbrook, 2000;
Lindner, 1998; Syptak, Marsland, & Ulmer, 1999).
If Maslows work and Herzbergs work were used to understand teacher job
satisfaction, then teachers as workers and employees would not be so different from other
workers and employees in that they too have basic physiological needs which need to be
addressed before job motivation and satisfaction can be achieved. Although there have
been many studies on understanding job satisfaction, many of these address
generalizations. Gawel (1997) stated that human motivation and job satisfaction studies
were mostly based on general business practices. Moreover, Gawel (1997) suggested that
teachers views and feelings towards motivation and job satisfaction did not necessarily
follow the generality proposed by the theories.
Statement of the Problem

With an increase in educational standards, more emphasis has resurged on the
importance of class and school organization (Wasley, 2002). Likewise, the National
Science Education Standards (NSES) has also become involved in the creation of science
4
standards towards a goal that all students should achieve scientific literacy (p. 1).
Along with an emphasis in the creation of goals and standards for science education,
there should be an emphasis in the hiring and retaining of highly qualified science
teachers. Science teachers are responsible for teaching NSES goals and standards, as a
result, it would be important to understand how to maintain and retain these teachers.
Ingersoll (2000) identified science teachers along with special education and math
teachers as vulnerable positions that are harder to fill due to high turnover and predicted
shortage (p. 2). Ingersoll attributed this turnover and possible shortage to dissatisfaction
with teaching from complaints on low salary, lack of administrative support, and
students lack of discipline among others. Therefore, the aim of the study was to
investigate which factors affect the job satisfaction of middle- and high-school science
teachers.
Purpose of the Study

The overall purpose of the study was to investigate which factors affect the job
satisfaction middle- and high-school science teachers. The focus of the study was divided
into two parts. The primary focus was to determine whether a relationship exists between
middle- and high-school science teachers job satisfaction, and the variables of pay,
promotion, supervision, fringe benefits, contingent rewards, operating conditions,
coworkers, nature of work, and communication. Another focus of the study was to
5
determine whether a relationship exists between middle- and high-school science

teachers job satisfaction and the demographic variables of age, gender, level of
education, years of teaching science, and total years of teaching experience.
Rationale of the Study

Schools throughout the country face the challenge of both recruiting and
maintaining teachers. The shortage problem had been attributed to reasons from
retirement, pregnancies, and relocation, to job dissatisfaction (Ingersoll, 2000; 2003;
2006; Ingersoll & Smith 2003). Ingersoll (2000; 2003; 2006) and Ingersoll and Smiths
(2003) studies attributed the teacher shortage to a revolving door in which many
teachers go into the profession and then leave (p. 1; p. 3; p. 203).
According to the Georgia Professional Standards Commissions (2001) analysis
of teacher retention, the commission stated a 25-30% beginning-teacher attrition rate at a
national level. The Georgia Professional Standards Commission (GPSC) also reiterated a
high attrition in the state of Georgia as well. Again listed under those conditions for
departure indicated a number of teachers were lost to attrition either due to promotion
from teaching positions or because they left the teaching workforce (p. 5). Studies by
Ingersoll (2000; 2003; 2006) and Ingersoll and Smith (2003) corroborate with the
GPSCs report, however, these studies also attribute teacher attrition in general to
dissatisfaction. A key difference from Ingersoll (2000; 2003; 2006), and Ingersoll and
6
Smiths (2003) analysis of attrition is that their studies view most of the teacher shortage
to the lack of teachers in highly sought after fields such as science. Their studies suggest
that the solution to the problem of teacher shortage is for schools and those involved in
the decisions that oversee schools to examine teacher shortage and attrition more in depth
as it relates to teacher job satisfaction.

Research Question 1
What is the relationship between middle- and high-school science teachers job
satisfaction and the variables of pay, promotion, supervision, contingent rewards,
operating conditions, coworkers, nature of work, communication, and fringe benefits?
Hypotheses for Research Question 1
Null hypothesis 1.1. No relationship exists between pay and middle- and highschool science teachers job satisfaction.
Alternate hypothesis 1.1. A relationship exists between pay and middle- and
high-school science teachers job satisfaction.
Null hypothesis 1.2. No relationship exists between promotion and middle- and
Alternate hypothesis 1.2. A relationship exists between promotion and middleand high-school science teachers job satisfaction.
7
Null hypothesis 1.3. No relationship exists between supervision and middle- and
Alternate hypothesis 1.3. A relationship exists between supervision and middleand high-school science teachers job satisfaction.
Null hypothesis 1.4. No relationship exists between contingent rewards and
middle- and high-school science teachers job satisfaction.
Alternate hypothesis 1.4. A relationship exists between contingent rewards and
Null hypothesis 1.5. No relationship exists between operating conditions and
Alternate hypothesis 1.5. A relationship exists between operating conditions and
Null hypothesis 1.6. No relationship exists between coworkers and middle- and
Alternate hypothesis 1.6. A relationship exists between coworkers and middleand high-school science teachers job satisfaction.
Null hypothesis 1.7. No relationship exists between nature of work and middleand high-school science teachers job satisfaction.
Alternate hypothesis 1.7. A relationship exists between nature of work and
8
Null hypothesis 1.8. No relationship exists between communication and middleand high-school science teachers job satisfaction.
Alternate hypothesis 1.8. A relationship exists between communication and
Null hypothesis 1.9. No relationship exists between fringe benefits and middleand high-school science teachers job satisfaction.
Alternate hypothesis 1.9. A relationship exists between fringe benefits and
Research Question 2
What is the relationship between the demographic variables of age, gender, level
of education, years of teaching science, or total years of teaching experience and middleand high-school science teachers job satisfaction?
Null hypothesis 2.1. No relationship exists between age and middle- and highschool science teachers job satisfaction.
Alternate hypothesis 2.1. A relationship exists between age and middle- and
Null hypothesis 2.2. No relationship exists between gender and middle- and highschool science teachers job satisfaction.
Alternate hypothesis 2.2. A relationship exists between gender and middle- and
Null hypothesis 2.3. No relationship exists between level of education and
Alternate hypothesis 2.3. A relationship exists between level of education and
Null hypothesis 2.4. No relationship exists between years of teaching science and
Alternate hypothesis 2.4. A relationship exists between years of teaching science
and middle- and high-school science teachers job satisfaction.
Null hypothesis 2.5. No relationship exists between total years of teaching
experience and middle- and high-school science teachers job satisfaction.
Alternate hypothesis 2.5. A relationship exists between total years of teaching
Nature of the Study

A quantitative study based on correlational research methodology was the basis
for the research design (Gall, Gall, & Borg, 2003; Gay & Airasian, 2003). The
quantitative study investigated if a relationship existed between job satisfaction and the
variables of pay, promotion, supervision, contingent rewards, operating conditions,
10
coworkers, nature of work, communication, and fringe benefits. The demographic

variables of age, gender, level of education, or years of teaching experience were also
explored. A survey was sent to 436 middle- and high-school science teachers. The survey
included Paul Spectors Job Satisfaction Survey (1994) and demographic data questions.
The survey was administered through SurveyMonkey, an online surveying website. The
data collected was analyzed by a series of statistical analysis tests on the variables
through the Statistical Package for the Social Sciences (SPSS), a statistical software tool.
Significance of the Study

In the state of Georgia, the reported three-year teacher attrition rate was 25.5%
while the five-year teacher attrition rate was 33.4% (Georgia Professional Standards
Commission, 2001). The Georgia Professional Standards Commission (GPSC) also
reported that these numbers went along with the national teacher attrition rate of 25-30%
(Georgia Professional Standards Commission, 2001). Some of the reasons for attrition
have been credited to retirement, departure from teaching, promotions, moving, and
dissatisfaction with working conditions (Ingersoll, 2000; 2003; 2006; GPSC, 2001;
Ingersoll & Smith, 2003).
Which factors lead to teacher job satisfaction? The desire to help students was
ranked at 92% as the number one reason Georgia teachers initially pursued the career
(GPSC, 2001, Figure E). The data results corroborated with other studies that have
11
focused on how teacher job satisfaction is affected by student achievement (Atkins, 2003;
Bryant, 2001; Johnston, 1990; McCabe 2001; Ninomiya & Osoto, 1990).
Dissatisfaction with working conditions has been attributed to the most influential
reason why teachers leave the profession. As stated earlier, Ingersoll (2000; 2003; 2006)
and Ingersoll and Smith (2003) studies identified that most attrition and shortage was
from math and science teachers (16% turnover vs. 14.3% for all teachers) dissatisfied
with their working conditions. When compared to teachers in general, data showed that
together math and science teachers ranked higher than all teachers dissatisfaction with:
class size (6.5 vs. 3.2%), inadequate time (5.5 vs. 3.9%), and lack of faculty influence
(16.5 vs. 12.2%; Ingersoll, 2000; Figure 4). Although the state of Georgias report did not
separate science and math teachers from all Georgia teachers ranking, they did report
dissatisfaction with class size (52%), salary (58%), student behavior (59%), and parental
involvement (71%; GPSC, 2001, Figure D).
This study focused on investigating which factors affect the job satisfaction of
middle- and high-school science teachers. According to Ingersolls (2000) studies,
science teachers along with math teachers make up 16% of the turnover workforce, which
is higher than all other teachers (14.3%), registered nurses (13.4%), and all other
employees (11%). Therefore, this research was important in understanding which factors
may affect the job satisfaction of science teachers, which in turn may help districts
address how teacher job satisfaction may affect issues of teacher attrition, retention, and
12
recruitment. Works by Ingersoll (2001; 2003; 2006), Georgia Professional Standards

Commission (2001), and Cavanagh (2008) have discussed how many school districts are
having trouble both recruiting and keeping science teachers, and it would be beneficial to
find out from the current science teachers point of view which factors affect their job
satisfaction. From the data findings, the knowledge gained would be beneficial to school
systems on what equals success for their science teachers by understanding which factors
affect their job satisfaction. The research results could help identify possible approaches
to both keeping and attracting science teachers within the districts, the state, and the
nation.
Definition of Terms
Burnout. Dissatisfaction in ones job conditions that leads to lack of productivity
(Hamann & Gordon, 2000).
Communication. Dissemination of information within establishment or
organization (Spector, 2007).
Contingent rewards. Recognition and appreciation for a job well done (Spector,
2007).
Coworkers. Professional relationship with the people colleagues (Spector, 2007).
Fringe benefits. Refer to the monetary and non-monetary benefits that may
come with an employment position (Spector, 2007, Job Satisfaction Survey, para. 3).
13
These benefits may include health insurance, life insurance, dental insurance, short-term
disability, long-term disability, sick leave, maternity leave, and retirement plans among
others.
Highly Qualified Teacher. A teacher with the adequate credentials to teach a
specific subject or subjects.
Job Satisfaction. A persons positive feedback to his or her job experience (Yip,
Goldman, & Martin, n. d.).
Job Satisfaction Survey (JSS). Normed-measured instrument created by Paul
Spector to measure job satisfaction based on nine facets: pay, promotion, supervision,
fringe benefits, contingent rewards, nature of work, operating procedures, coworkers, and
communication (Spector, 2007).
Motivation. The resolution to set goals and to achieve them due to an intrinsic
desire to succeed for self and for others (Lindner, 1998).
Nature of Work. The degree of enthusiasm with which one performs job tasks
(Spector, 2007).
No Child Left Behind. Federal Law created in 2001. The law re-authorized the
Elementary and Secondary Act of 1965 and placed emphasis on more accountability from
the states and school districts in order to help disadvantaged students and schools (U.S.
Department of Education, 2001, Executive Summary).
14
Operating Conditions. Governing rules, policies, procedures, and workload

(Spector, 2007).
Pay. Compensation (Spector, 2007).
Promotion. Opportunities to advance in career (Spector, 2007).
Science Teacher. Teachers assigned to teach science subjects: earth science,
physical science, life science, chemistry, physics, biology, and astronomy, each as an
individual course or as a combined integrated science course.
Supervision. Immediate supervisor (Spector, 2007). For teachers, it will refer to
principals.
Teacher Attrition. Teachers who leave the teaching profession (Ingersoll, 2003).
Teacher Retention. Strategies enforced in order to keep teachers in the classroom
(Ingersoll & Smith, 2003).
Teacher shortage. Lack of adequate number of highly qualified teachers in the
classroom (Ingersoll, 2003).
Assumptions and Limitations

Assumptions
1.
It was assumed that all science teachers answered truthfully.
2.
Because the surveys were answered electronically, it was assumed that

errors in scoring were reduced (Gall, Gall, & Borg, 2003).
15
Limitations
1.
The limitations of the study are affected by the scope of the sample of
participants, which was limited to middle- and high-school science
teachers.
2.
The study was limited to the number of participants who accurately

completed the survey.
3.
Some participants may have chosen not to answer certain questions,

thereby limiting the pool of responses being analyzed.
4.
Job satisfaction may be related to other factors beyond the studys

variables of pay, promotion, supervision, contingent rewards, operating
conditions, coworkers, nature of work, communication, and fringe benefits
and the demographic variables of age, gender, level of education, or years
of teaching experience.
Organization of the Remainder of the Study
The remainder of the study was organized into the 4 additional Chapters:
literature review, the methodology, data analysis and collection, and results, conclusions,
and recommendations.
Chapter 2 delineated the current research of the literature on the theoretical basis
on the importance of job satisfaction. A discussion of the literature on teacher job
satisfaction and the conditions that may affect teacher retention and recruitment was
conducted. Accordingly, an argument was set as to which factors may affect the job
satisfaction of middle- and high-school science teachers.
16
Next, Chapter 3 outlined the methodology of the research. This Chapter conferred
the researchers philosophy and justification for the instrumentation. The research design,
target population, data collection, and analysis are summarized in this section.
Then, Chapter 4 provided the synopsis of the data collected as well as an analysis
of the data.
Finally, Chapter 5 summarized the results and conclusions from the investigation.
Consequently, recommendations for further research were suggested as these went
beyond the scope of the study.
17
CHAPTER 2. LITERATURE REVIEW
Introduction
The focus of this study was to investigate which factors may affect the job
satisfaction of science teachers. The literature review was divided into seven main
subtopics: human motivation, job satisfaction, teacher job satisfaction; factors that may
affect teacher job satisfaction; burnout, teacher turnover, and shortage; science teachers
and job satisfaction; and the Job Satisfaction Survey (Spector, 1994). Job satisfaction was
the basis for the theoretical framework, while teacher job satisfaction; factors that may
affect teacher job satisfaction; burnout, teacher turnover, and shortage; science teachers
and job satisfaction; and the Job Satisfaction Survey (Spector, 1994) represent the
directional focus of the theory as to how it relates to the study.
Theoretical Framework
The study focused on investigating which factors affect the job satisfaction of
middle- and high-school science teachers job satisfaction. The theoretical framework for
this study was based on the works by Mayo (1930), Maslow (as cited in Huitt, 2001), and
18
Herzberg (as cited in Leach and Westwood, 2000), which focused on understanding
human motivation, job satisfaction, and the factors that affect them.
Yip, Goldman, and Martin (1998) stated from studies conducted by Berry (1997)
that job satisfaction was defined as an individuals reaction to the job experience (para.
1). That is, it is the workers experience, which drives the success of the company. The
idea that job satisfaction would play such a critical role a companys achievement
margin was not begun to be understood until the Hawthorne Studies from 1924 to 1932
(Lindner, 1998). Dickson (as cited in Lindner, 1998) reported on the Hawthorne Studies
and discussed, The study found employees are not motivated solely by money, and
employee behavior is linked to their attitudes (para. 1). The results found by the
Hawthorne Studies increased interest in employee behavior as it related to job
satisfaction, which in turn meant increased productivity for employers.
Consequently, several studies (Berry, 1997; Herzberg as cited in Leach &
Westwood, 2000; Lindner, 1998; Maslow as cited in Huitt, 2001; Mayo, 1930; Yip,
Goldman, & Martin, 1998) resulted from the research to understand what drives workers
to achieve job satisfaction. In addition, out of these studies several theories surfaced on
both job satisfaction and motivation, the latter being the basis for job satisfaction. Names
such as Maslow, Herzberg, and others have become synonymous with theories related to
understanding employee retention and satisfaction.
19
Understanding Human Motivation

Until recently, the search for what affects human motivation was not seen as an
important aspect of industry (Lindner, 1998; Mayo, 1930). Before human motivation was
understood as a valid field of study, businesses only valued finding ways to increase
profit, no matter the cost (Lindner, 1998). According to Lindner (1998), employees were
considered just another input into the production of goods and services (para. 1). In fact,
he noted, what perhaps changed this way of thinking about employees was research
referred to as the Hawthorne Studies, conducted by Elton Mayo from 1924 to 1932
(para. 1).
Through his studies, Mayo (1930) found a link between the way workers became
loyal to their jobs and managements treatment of the workers. In his report, Mayo
discussed that from his studies came an understanding of key factors: the relation
between industry and community; and the conception of human control (p. 326). As a
result, the Hawthorne Studies began the human relations approach to management,
whereby the needs of the motivation of employees become the primary focus of
managers (Lindner, 1998, para. 1).
Through Mayos (1930) findings, the development of theories that dealt with
human development began to surface. These theories tried to explain the very basic needs
of living things to be motivated. Huitt (2001) mentioned that theories on motivation
emphasized that learning does not occur unless there is an internal spark that compels a
20
person to want to learn. This same idea is the basis for Maslows (as cited in Huitt, 2001)
theory of human motivation. The importance of Maslows theory of motivation was the
fact that according to Maslow, employees had five levels of needs: physiological, safety,
social, ego, and self-actualization (Lindner, 1998, para. 3). Whats more, Maslow
believed each level preceded another starting from the basic needs (physiological in
nature) to the higher needs (Huitt, 2001; Lindner, 1998). At once other (and higher)
needs emerge and these, than physiological hungers, dominate the organism. And when
these in turn are satisfied, again new (and still higher) needs emerge and so on (para.
15). Huitt (2001) summarized Maslows stand on his work as humans reach each level,
they become more wise (develops wisdom) and automatically know what to do in a
wide variety of situations (para. 22).
Understanding Job Satisfaction
Ever since the Hawthorne Studies, employers have wanted to find out what
motivates their workers to do their best. In essence, what could help increase workers
productivity could also help increase profits. Mayos (1930) work provided an insight
that was not investigated as in depth as it was after his studies. Mayo noted:
Out of the original study there grew a realization of the advantage of supervision
that listens rather than gives futile orders; that gains understanding of individual
workers and thus is able to aid and guide them to develop self-control and
21
personal efficiency. The passing of the yelling, order-giving supervisor is

presaged. (p. 326)
In addition to Mayos (1930) influence, Maslow had also been given credit for helping in
the understanding of human motivation, particularly as a precursor to the premise of job
satisfaction (Lindner, 1998).
Even if businesses were interested in job satisfaction as a way of increasing profit,
understanding the how and why of job satisfaction had to be addressed. In the end, all
parties were affected from the bottom to the top. Syptak, Marsland, and Ulmer (1999)
concurred that after all, high levels of absenteeism and staff turnover can affect your
bottom line, as temps, recruitment and retaining take their toll (para. 1).
In 1959, Herzbergs two-factor hygiene theory was published (Gawel, 1997;
Lindner, 1998). The theory focused on two factors that determined a persons job
satisfaction: hygienes and motivators. According to Herzbergs studies, these two factors,
though seemingly independent of each other, together affected the absence or presence of
the factors that predicted if an employee was satisfied or dissatisfied with his or her job.
According to Herzberg (as cited in Leach and Westbrook, 2000):
Factors related to hygiene included
Company and administrative policies
Supervision
Salary
22
Interpersonal relations
Working conditions
Factors related to motivation included
Achievement
Recognition
Work itself
Responsibility Advancement. (p. 5, Exhibit 2)
The hygiene factors were also referred to as dissatisfiers. Herzberg believed that
these dissatisfiers did not determine motivation; however, their absence did affect job
satisfaction, in that an employee could become dissatisfied if hygiene factors were not
addressed on the job (Gawel, 1997; Leach & Westbrook, 2000; Syptak, Marsland, &
Ulmer, 1999).
On the contrary, motivators were referred to as satisfiers. These satisfiers were
elements that enriched a persons job (Gawel, 1997, para. 4). Gawel (1997) emphasized
that these motivators (satisfiers) were associated with long-term positive effects in job
performance while hygiene factors (dissatisfiers) consistently produced only short-term
changes in job attitudes and performance, which quickly fell back to its previous level
(para. 5). For example, an increase in salary was only a temporary satisfier.
Following Herzbergs theory, salary, as a hygiene factor, did not have the staying power
of recognition and achievement (Syptak, et al., 1999). As a result, Herzbergs satisfiers
23
could only be achieved once hygiene factors were met. The importance of Herzbergs
study was that the basis of his study related to human motivation towards job satisfaction
(Gawel, 1997; Leach & Westbrook, 2000; Syptak, Marsland, & Ulmer, 1999). Recall that
like Maslows (1943) work on human motivation, basic needs in general must be met
before achieving higher levels of the hierarchy. At the same time, Herzbergs two-factor
hygiene theory worked on relating the importance of the establishment of hygiene factors
to achieving motivators that satisfy job contentment (Gawel, 1997; Leach & Westbrook,
2000; Syptak, Marsland, & Ulmer, 1999).
Teacher Job Satisfaction

According to the Bureau of Labor Statistics (2007), teachers enjoyed excellent
prospects in job opportunities. Furthermore, the Bureaus (2007) Department of Labor
Occupational Outlook Handbook informed that many of these opportunities were due to
the fact that there would be more teachers retiring than teaching jobs being filled. If
teachers enjoy such an excellent job market, why were these positions not being filled? A
closer study of teacher job satisfaction may be able to provide some answers. Following
is a discussion of possible factors that affect teacher job satisfaction.
Maslow, Herzberg, and Teacher Job Satisfaction
The previous sections discussed human motivation and job satisfaction in general.
The report presented how human motivation and job satisfaction were related through an
24
analysis of the works from Mayo, Maslow, and Herzberg (as cited in Gawel, 1997; Huitt,
2001; Huitt, 2004; Leach & Westbrook, 2000; Lindner, 1998; Syptak, Marsland, &
Ulmer, 1999). Although Mayo (1930) was recognized with helping build curiosity for
what drives motivation and job satisfaction, Maslow and Herzberg as cited in Gawel,
1997; Leach & Westbrook, 2000; Lindner, 1998; Syptak, Marsland, & Ulmer, 1999) have
been credited with defining what, according to their studies, forms satisfaction in humans
and their work environment.
Maslow (as cited in Huitt, 2001) was credited for creating the hierarchy of needs,
which defined humans as needing to reach some basic needs requirement before reaching
the stages of higher needs such as esteem and self-actualization (Gawel, 1997). Similarly,
Herzberg (as cited in Gawel, 1997; Leach & Westbrook, 2000) also studied human
motivation and job satisfaction, but he emphasized his own hygiene theory, which
stressed that hygiene factors had to be dealt with before motivation could ensue. Johnston
(1990) wrote, Herzbergs theory represented a substantial departure from the traditional
approach to explaining job satisfaction, which proposed that satisfaction and
dissatisfaction were two ends of the same continuum (para. 6).
Bishay stated (2005), many factors have been examined in an attempt to find
which ones promote teacher motivation (p. 1). These findings correlate to job
satisfaction as Bishay (2005) pointed out. The studies included finding the correlation
with factors such as pay, working conditions, and supervision, to name a few.
25
Although there have been many studies on understanding job satisfaction, many
of these studies addressed generalizations. Do these generalizations also apply to
teachers? Gawel (1997) pointed out, these theories are widely cited in business (para.
1). On the other hand, Gawels (1997) research focused on how Herzbergs (1959) and
Maslows (1943) respective studies coincided with teachers attitudes towards job
satisfaction.
What drives teachers job satisfaction requirements? Are teachers affected by the
same factors as the general population? The importance of Gawels (1997) research was
that the author analyzed the results of a study made by the Tennessee Career Ladder
Program (TCLP) which, found evidence that teachers in the program do not match the
behavior of people employed in business (para. 3). This disagreement related to how
Herzberg and Maslows studies on job satisfaction did not always compliment with
teachers view of human motivation and job satisfaction as it applied to them. According
to Gawel (1997), the findings disagree with Herzberg in relation to the importance of
money as a motivator and, the findings also disagree with Maslow in regard to the
position of esteem in a persons hierarchy of needs (para. 3). Gawel further concluded:
Although Herzbergs (1959) paradigm of hygiene and motivating factors and
Maslows (1943) hierarchy of needs may still have broad applicability in the
business world, at least one aspect of each, salary as a hygiene factor (Herzberg)
and esteem as a lower order need than self-actualization (Maslow), does not seem
26
to hold in the case of elementary and secondary school teachers. (Gawel, 1997,
para. 13)
The significance of Gawels (1997) study, suggested that a reason for teacher turnover
and the lack of pool for highly qualified teachers was that these candidates left their
teaching positions due to either one or both discrepancies in Herzbergs hygiene factor of
salary viewed as a motivator, while Maslows lower hierarchy of esteem as a motivator.
Factors That May Affect Teacher Job Satisfaction

Nature of Work
Spector (2007) described the nature of work both as the job tasks and described to
what degree of enthusiasms the worker enjoys performing the tasks. That is, does the
worker find the job tasks meaningful and self-fulfilling? Plecki, Elfers, and Knapp (2006)
defined teachers as those public teachers whose assignment is the instruction of pupils in
a classroom situation and who have a designation as an elementary teacher, a secondary
teacher, or other classroom teacher (p. 2). Indeed, the nature of work for teachers
requires knowing how to address students needs for academic achievement. However,
the nature of the job of teaching is a complex one. The Bureau of Labor Statistics Report
(2007) discussed that the nature of a teachers work is much more than the definition of
teaching conveys. A further description informed,
27
Teachers act as facilitators or coaches, using interactive discussions and hands

on approaches to help students learn and apply concepts in subjects such as
science, mathematics, or English. They utilize props or manipulatives to help
children understand abstract concepts, solve problems, and develop critical
thought processes. (Bureau of Labor Statistics, para. 1)
Besides working on classroom lectures, lesson plans, and grading, teachers also act as
mentors, disciplinarians, after-school tutors, field trip chaperones, etc. (Bureau of Labor
Statistics, 2006; McCabe, 2001). McCabe (2001) further highlighted that many teachers
continue to work long after the school day has ended, on weekends, and during the
summer.
Teacher candidates enter the workforce with a desire to make a difference in
students lives. Nevertheless, to understand what teaching entails is critical to a
successful career in teaching. The successful nature of the work of teachers requires
work, dedication, and enthusiasm. Levin (2008) wrote, Nothing is more important to the
work in schools than capable and dedicated teachers (p. 223). It involves not only
engagement with the subject matter to be learned, but even more an intense engagement
with all the students in the class, considering them as individuals, since their personal
connection with the teacher affects their learning (Levin, 2008, p. 223).
Keller (2007) noted a teachers importance in student achievement by addressing
that without expertise and care for their craft, a teacher could do nothing to improve a
28
students educational goals. Likewise, McCabe (2001) wrote, I would not be a teacher if
I did not enjoy the work (p. 35). McCabe (2001) considered that teachers were both
educators and learners. The minute I stop trying to learn is the minute I hope I will have
the decency to quit teaching (p.35).
Working and Operating Conditions of Teachers
Work or operating conditions may influence teacher job satisfaction. The work or
operating conditions referred to the governing rules, policies, procedures, and workload,
including paperwork that influence ones job satisfaction (Spector, 1994). Though Gawel
(1997) indicated that certain aspects of teachers motivation and job satisfaction did not
coincide with the theories developed by Herzberg and Maslow, as a whole, teachers
choose this particular profession based on the higher levels of both theories. Seeing
students develop new skills and gain an appreciation of knowledge and learning can be
very rewarding (Bureau of Labor Statistics, 2007, para. 13). At the same time, working
conditions for teachers according to the Bureau of Labor Statistics (2007) can be
dissatisfying especially when teachers confront situations such as unmotivated or
disrespectful students, unruly behavior, and perhaps violence in the schools (para. 13).
Despite some of the adversities that come with teaching, many teachers find their
profession rewarding. A study on teachers working conditions from Loeb, Elfers, Knapp,
and Plecki (2004) confirmed, There is a high level of satisfaction with their choice of
profession and current teaching assignment (p. 1). The ability to reach out and make a
29
difference in their students lives is what keeps many teachers in the profession. McCabe
(2001), author and teacher, wrote, Whether I am complaining about my job or defending
its virtues, the truth is that I love teaching my students (p. 35). This is despite the fact
that McCabe (2001) stated that to teach, Mental toughness is as crucial as physical
stamina (p. 35).
That mental toughness was definitely required when it came to teacher
workload. Though Loeb et al. (2004) reported a high level of job satisfaction amongst the
teachers in their study, those same teachers noted several areas of concern, among them,
overall workload. (p. 1). McCabe (2001) further discussed the misconception of how
others view a teachers work schedule and workload:
Most people have no idea how hard teachers work. . . Instead of our hard work,
most people see us having three-day weekends, winter and spring breaks, and
summer vacation. In actuality, I walk a tight rope between having a life and
letting teaching become my life. . . Clearly, the regular contract hours do not
come close to the actual number of hours necessary to accomplish everything. In
order to get everything done, I work ten hours a day at school, and one to two
hours at home on each weeknight . . . Teachers squeeze a year into ten months.
Summer vacation would just make up for all those weeknight and weekends that
we miss out on, except that many of us work at other jobs, prepare for the next
school year, take courses, or attend conferences during our vacation. (p. 35)
30
There is a growing concern for the amount of work being awarded to teachers. Because
teachers hold such a critical position in the development of future citizens, is there any
damage to the seeming insurmountable amount of work that teachers are responsible for?
Moreover, Naylor and Schaefer (2002) analysis of teacher workload and stress illustrated
the amount of workload of secondary English teachers. Their summary found:
1. The teachers worked more than 50 hours a week during the school year
2. Most of the time-spent working was geared towards lesson planning and
preparedness of their subject
3. The teachers complained about the dramatic increase in workload.
4. The number of students with special needs and ESL had also increased
5. Adjustments in teaching methodology and lesson delivery were denoted by the
teachers because of workload increases. (pp. 34-35)
Not surprisingly, the enormous amounts of workload lead to stress and burnout. This
stress and burnout came from a feeling of lack of control at what seemed like a neverending amount of work and responsibility. Indeed, the Georgia Professional Standards
Commission Report (2001) recommended addressing teacher workload by stating the
amount of paperwork and non-teaching duties needs to be addressed. Paperwork adds to
an already heavy workload that teachers carry. Teachers need classrooms that allow them
to teach (p. 17).
Stress is a part of everyday life for all people; in fact, stress is a natural
consequence of living. Godt (2006) contended that teachers should be able to recognize
31
that the nature of their job is stressful. Godt (2006) addressed a comment from Swick
(1987) who stated, The only people without stress are in the cemetery (p. 58). Though
stress is a natural reaction to a situation, how can too much stress affect teachers?
Pay
How much is a teacher worth? According to Ingersoll (2001), a teachers salary
can be a determining factor to staying or leaving the profession. Ingersolls (2001)
revolving door to teacher turnover is based on his studies on teacher turnover and
shortages (p. 3). Furthermore, Ingersolls study (2004) analyzed the major problems
certain school systems are having in recruiting qualified teachers. Some of those
problems indicated factors such as low salary, discipline problems, and lack of faculty
control among the major factors affecting teacher attrition (pp. 13-15).
Mishel, Allegretto, and Corcoran (2008) highlighted, public school teachers
earned considerably less than comparably educated and experienced people and less than
people in occupations in similar educational and skills requirements such as accountants,
reporters, registered nurses, computer programmers, members of the clergy, and
personnel officers (para. 2). According to See (2004), teachers enter the profession not
with the aspirations of making large sums of money, but with the aspirations to make a
difference and to teach. Sees (2004) study compared teachers, potential teachers, and
other professions and found that teachers and potential teachers top reason to enter the
profession was to share their knowledge of learning, while salary was a distant number.
32
The reverse was true to others who saw salary as a major motivator. Metz (2008)
emphasized, teachers did not expect to become rich, but did expect to be fairly
compensated (p.1). In fact, Viadero (2008) sided with Sees (2004) studys conclusion
that Viaderos own findings found that those that remain teaching do not necessarily do
so because of salary, but because of positive working conditions.
So why would teacher salary and pay be of importance? According to Metz
(2008), teachers, especially science teachers, should be paid comparable to other
professions in the same field. Based on Herzberg (as cited in Leach & Westwood,
2000)hygiene and motivator theory, pay and salary are a motivator, only a temporary fix
if hygiene factors such as working conditions are not addressed. See (2004) suggested
salaries are at least an attractor to more highly qualified candidates who may not have
considered teaching otherwise. Attracting them would provide a more diverse and
qualified pool of teachers.
Supervision
Principals have an important role as teachers supervisors. A teachers experience
with his or her supervisor could have an effect on his or her job satisfaction. Levin (2008)
suggested that school leadership was the single most important factor to teachers
overall, which in turn is also related to improved student achievement (p. 224). The
effect may be positive or negative depending on the experience. According to Byrne
(1998) and Mihans (2009), lack of administrative support may be a cause of teacher
33
burnout and dissatisfaction. A 2001 study on Georgia teacher retention by the Georgia
Professional Standards Commission (GPSC) reported lack of administrative support to be
one of the reasons for leaving the teaching profession. Thus, the participants felt that
administrative personnel need to be more supportive of teachers classroom decisions;
need to ask teachers input on decisions affecting schools; need to show respect for
teachers so that others will follow suit; and need to ensure that teachers have classroom
support and resources they require (GPSC, 2001, p. 12). As stated by the GPSC (2001),
the need for administrative support was a recurring theme in the studys participants.
The issue of having administrative support and respect was another frequently
mentioned issue in focus groups discussions and on survey responses (p. 12).
Moreover, Bradleys (2007) findings concluded, job control predicted stress, and
social support from supervisors predicted intentions to quit (p. 62). Negative working
conditions under ones supervisor are more important than pay as summarized by
Viadero (2008). Supervisors have such an important role because Good teachers will not
work for bad principals. . . .And good principals will see to it that school restrooms are
clean and student discipline policies are enforced (Viadero, 2008, para. 28).
Promotion
Promotion refers to the advancement opportunities within a profession (Spector,
2007). Levine and Haselkom (2008) emphasized more opportunities for promotions for
teachers would help improve teaching conditions, therefore, helping improve teacher
34
retention and reduce turnover. Moreover, opportunities for success provide teachers with
avenues to renew their sense of teaching, especially in experienced teachers. Sheen (as
cited in Holloway, 2003) stated, to promote resiliency, schools should create teacher
career ladders . . . that is a career ladder that gives teachers empowerment and influence
over school and teaching policies (Holloway, 2003, p. 87).
Reducing the high turnover rate of beginning teachers is important, so is that of
keeping experienced teachers. Just as Perrachione, Petersen, and Rosser (2008)
mentioned, Ma and MacMillan (1999) comparison on the satisfaction level of older
teachers was less than those of their younger counterparts; on the contrary, the more
qualified a teacher was in advancement opportunities the more satisfied he or she viewed
his or her position compared to others. Thornton, Perreault, and Jennings (2008)
mentioned opportunities for advancement not only help with issues of turnover, but also
help with transfers, which can have an impact in staffing problems since those who
transfer also have to be replaced by competent teachers. Billingsley and Cross (1992)
pointed out a study by Chapman (1983) and Grissmer and Kirby (1987) that 34% of
teachers considered leaving due to lack of upward mobility in the next five years (p.
453). For the purposes of helping retain and improve teacher morale and satisfaction in
turns of opportunities for promotion and advancement, Lester (1990) suggested the
following:
1. More advancement opportunities should be established within the district
35
2. A system of career ladders should be established

3. Hire all deans, department chairs, and administrative assistants from within
4. Create opportunities that have more responsibilities
5. Have teachers train peers in particular areas of need as well as an established
buddy system
6. Encourage teachers to take graduate courses in administration and offer to
supervise the administrative internships. (para. 5)
Contingent Rewards
Contingent rewards refer to recognition and appreciation for a job well done
(Spector, 1985; 2007). Kopkowski (2008) described teaching as a profession that lacks
respect and influence (p. 25). This lack of acknowledgement leads to dissatisfaction.
According to findings by Byrne (1998), and Pearson and Moomaw (2006), the low
ratings of respect and lack of recognition of teachers contribute to low motivation and
dissatisfaction, which can lead to stress and burnout. Moreover, acknowledging
competent teachers for a job well done improves their self-confidence and job satisfaction
(Ma & MacMillan, 2001). Black (2003) and Lester (1990) indicated the following ways
to improve and acknowledge teachers:
1.
A teacher recognition program should be developed,
2.
Teachers should be honored frequently at yearly milestones (five, ten,

fifteen years of teaching, and so on)
3.
Personally thank a teacher who takes additional responsibilities
4.
Develop a newsletter that highlights personal achievements and successful

events
36
5.
Create awards that recognize accomplishments. (para. 6)
More importantly, Tye and OBrien (2002) stressed the importance of beginning to
recognize that teachers hold one of the most influential professions in the country will
lead to satisfaction, motivation, and empowerment, all positive characteristics and
qualities to be successful educators.
Fringe Benefits
Fringe benefits refer to the monetary and non- monetary benefits that may come
with an employment position (Spector, 2007). These benefits may include health
insurance, life insurance, dental insurance, short-term disability, long-term disability, sick
leave, maternity leave, and retirement plans among others. Employers offer fringe
benefits in order to provide employees with a sense of job security. Offering these
benefits makes the organization more attractive to potential employees and current
employees.
For the most part, fringe benefits offered to teachers are considered relatively
good (Tye & OBrien, 2002). Viadero (2008) pointed out, educators . . . have to deal
with an unusual set of working conditions. . .on the other hand, they get job security,
generally good benefits, summers off, and a chance to do work that is meaningful to
them (para. 5-6). With the current economic recession, employers, including school
systems, have had to raise the cost of employees fringe benefits in order to offset their
37
loss in the current recession. Thrall (2007) discussed how changes to employee benefits
can affect job satisfaction in terms of having employees pay higher premiums and copays (p. 25). Initial reaction was not positive wrote Thrall (2008) discussing a hospital
workers survey performed by HR Solutions where employees level of satisfaction
dropped 10% from 68% to 58% in a span of four years from 2003 to 2007 as a result of
the higher premiums (p. 26). Pearson and Moomaw (2006) considered fringe benefits as
part of teachers extrinsic rewards which if absent or lacking could lead to dissatisfaction.
Coworkers and Collaboration
Unlike most professions in which collaboration and teamwork are not only
encouraged, but also vital, such as doctors, nurses, and lawyers, teaching presents itself as
an inherently isolated profession. Except for the organized team of teachers in most
middle schools, the team concept is rarely observed in elementary or high schools (Loeb,
Elfers, Knapp, & Plecki, 2004; National Middle School Association, 2004). Kopkowski
(2008) further described how new teachers are the most affected by the isolation. When
they arrive, they often encounter an isolated, everyone for themselves work environment
vastly different from the collaborative school of education or student teaching
environment they just left (Kopkowski, 2008, p. 22).
Collaborative teaching environments can have an effect on teacher job satisfaction
and the decision of a teacher to stay or leave the profession. A positive collaborative
environment was listed as a factor in remaining in a particular school (Loeb, Elfers,
38
Knapp, & Plecki, 2004). At the same time, the opposite can be true; a negative relation
with co-workers was found to be a factor when considering leaving the profession by
15% of respondents in Loeb, Elfers, Knapp, and Pleckis (2004) study. Viadero (2008)
stated the importance of a positive environment of co-workers in their desires to stay.
Another key to high-quality working conditions is collegialitythe opportunity to work
with a group of motivated colleagues rather than toil in isolation (para. 35).
Furthermore, McClure (2008) indicated the positives of creating and fostering positive
collaboration with co-workers far outweighs the negatives. McClure (2008) also
suggested that positive co-worker relations along with collaboration within schools
benefited the teachers, students, and schools.
Communication
Spector (2007) referred to communication as one that occurs within the
establishment. For teachers, this establishment is the school. Kocabas (2009) identified
effective communication with school members as a source of motivation for teachers
(p. 732). Furthermore, Billingsley and Cross (1992) emphasized communication as a
predictor of teachers commitment to the profession and therefore, job satisfaction. Not
having a clear representation in decisions that affect their roles as teachers provides
excessive role stress, the effects on commitment will be adverse (p. 455).
39
Years of Experience
According to Keller (2007), one aspect that determined student achievement was
an experienced teacher. Keller (2007) stressed the positive effect an experienced teacher
had on motivating a low achieving student that an inexperienced teacher could not have,
unless properly trained. Unfortunately, Portner (2005) reported that many school districts
spend thousands of dollars to recruit, hire, and retain new teachers. Then after a year or
two, the district has to repeat the process again because those same teachers have left
their jobs (p. 30). The cost to continue to train each new teacher was estimated at
$50,000 (Portner, 2005).
Ingersoll (2000) indicated, Teachers decisions to leave or stay are influenced, in
particular, by the length of their teaching experience (p. 5). Though teachers represent
only 4% of the national workforce, the turnover rate of teachers stands at 14%, and it is
higher for both science and math teachers at 16% (Ingersoll, 2000, Figure 1; Liu, 2007).
What accounts for these numbers is the high turnover rate of beginning teachers. Studies
show that first-year teachers are more vulnerable than any other group to leave in the
beginning years of their careers (Byrne, 1998; Georgia Professional Standards
Commission, 2001; Ingersoll, 2000; Liu, 2007; Plecki, Elfers, & Knapp, 2006; Portner,
2005). For first-year teachers, this vulnerability was credited to dissatisfaction and
eventual exit from the profession (Byrne, 1998; Ingersoll, 2000; Liu, 2007; Plecki, Elfers,
& Knapp, 2006; Portner, 2005).
40
Byrne (1998) reported experienced teachers remained in the profession even

though some may experience some form of dissatisfaction with the profession. When
coping with burnout and dissatisfaction, Byrne pointed out:
The first attack occurs because pre-teaching ideals fade quickly when faced with
the realities of the everyday classroom world. The teacher then learns how to cope
with these unexpected difficulties but realizes by the fifth year that coping is not
the same thing as teaching. Those who do not leave teaching by this time resign
themselves to do the best they can under limiting circumstances. (para. 5)
Exiting experienced teachers usually leave at or near the end of their careers due to
retirement. Ingersoll (2000) indicated retirements represented 25% of those who left
teaching (p. 7, Table 1).
Age
Although studies on the correlation of age and job satisfaction have not been
sufficient in gathering enough data to prove a direct relation between both variables, there
are varying degrees of disagreement and agreement on what age has to do with teacher
job satisfaction, and in turn attrition or retention. Ingersoll (2001) stated, a teachers
decision whether to stay or leave the teaching profession is highly influenced by his or
her age (p. 6). According to Ingersoll (2001) a teachers age (or experience, in some
analysis) and their turnover has been following a U-shaped curve (p. 6). As a result,
Ingersoll (2001) further concluded younger teachers have a higher rate of exiting than
41
older ones. According to his analysis, one could conclude that there is a higher rate of
dissatisfaction among younger teachers since they exit the profession at higher rates.
The relative odds of young teachers departing are 184% higher than their middle aged
counterparts (Ingersoll, 2001, p. 17). Similarly, Plecki, Elfers, and Knapps (2006) study
involving the mobility, retention, and attrition of teachers in the Washington state area
found younger beginning teachers make up 47% of the attrition rate of all leavers (Table
3, p. 7).
Are older teachers a more stable workforce? In Ma and MacMillans (1999) study
as quoted by Perrachione, Petersen, and Rosser (2008) stated, Older and more
experienced teachers reported less satisfaction than their younger counterparts (p. 26).
Ma and MacMillans (1999) study discussed that the younger candidates have a higher
satisfaction rate. However, based on the results of their own study on demographic
variables influencing job satisfaction of Missouri public elementary teachers,
Perrachione, Petersen, and Rosser (2008) found no relation between age and job
satisfaction.
Plecki, Elfers, and Knapp (2006) found a close relationship between a teachers
years of experience and his or her age. Their study involving the mobility, retention, and
attrition of teachers in the Washington state area indicated a significant number of
teachers (17.5%) who entered the workforce as beginning teachers were over the age of
40. An older entering workforce has an impact on the retirement population, since a few
42
years after they are vested, older teachers will add to the retirement numbers and
therefore, the impact on teacher recruitment, retention, and attrition. Based on the data
gathered, though the age group of 41-55 is the least likely to exit (9% attrition rate), if
they enter the teaching workforce late, many seem to follow the same pattern of
dissatisfied first year teachers leaving within the first five years (at a 22% attrition rate)
(Plecki, Elfers, & Knapp, Table 3, 2006).
Gender
Women represent the majority of teachers (Ingersoll, 2000; Liu, 2007). For a
profession mostly composed of women, teaching has the highest turnover rate at 14.3%,
with nursing having the second highest turnover rate at 12% (Ingersoll, 2000, Figure 1).
Furthermore, with teachers being a predominantly female population, males who account
for the minority of teachers are more difficult to retain and attract to teaching (Liu, 2007;
Mulholland & Hansen, 2003).
With the need to staff and retain qualified teachers of both genders, could gender
influence teacher job satisfaction? Studies on the direct link between gender and teacher
job satisfaction remain under dispute (Bolin, 2007; Hongying, 2007; Pearson, 2008;
Zhang, 2007). Indeed these studies seem to disagree with finding a relationship if any, of
gender to teacher job satisfaction.
Zhang (2007) mentioned a study summarized by Chan in 1991 which discussed
an analysis on gender and teacher job satisfaction conducted by Oades and Wezermes
43
which found no significant correlation between gender and job satisfaction (p. 43).
Nevertheless, Zhangs (2007) own study on elementary teachers found that female
teachers were less satisfied than their male counterparts. This study attributed this
difference to the fact that there were less male elementary teachers, many of whom were
older and therefore paid more than their female colleagues. Also, many of the male
teachers surveyed held more supervisory positions for which the study concluded that
they would have more satisfaction because of the higher position (Zhang, 2007, p. 43).
Others note that because women are more nurturing, they were more satisfied with their
jobs as teachers due to the nature of the work (Bolin, 2007, p. 50). According to the
studies mentioned, it seems that both genders have different ways of coping with their
views of job satisfaction depending on the aspect.
Level of Education
Teachers are lifelong learners. Dissatisfaction with teacher preparation was listed
as a reason for departure (GPSC, 2001). Those who participated in the study listed lack of
adequate preparation as a reason for leaving (GPSC, 2001). They suggested that besides
the need for more intensive teacher preparation programs and teacher induction
programs, school systems should encourage more teachers to seek professional
development beyond teacher preparation and induction programs. Moreover, other
suggestions were more on-site classes make higher education opportunities more
accessible, and advocated reimbursement or compensation for professional development
44
of furthering their education (GPSC, 2001, p. 13). Studies by Ma and MacMillan (2001)
along with Fuming and Jiliang (2007) emphasized the importance of providing teachers
with opportunities to advance their level of education. The authors indicated that the
improvement of their higher learning academic skills would also benefit their values in
teaching resulting in job satisfaction (p. 93).
Does the pursuit of a higher degree always lead to job satisfaction? Although
Perrachione, Petersen, and Rosser (2008) indicated the answer to be true based on their
review of Ma and Ma and MacMillan (1999) studies, Billingsley and Cross (1992)
disagreed, discussing the fact that higher levels of education would coincide with higher
expectations of working conditions and lead to both dissatisfaction and eventual
departure from the profession. Singh and Billingsley (1998) agreed and suggested level
of education could have a negative effect on commitment (para. 14). Not enough studies
on the relationship between level of education and job satisfaction have proven this to be
true (Billingsley & Cross, 1992; Perrachione, Rosser, & Petersen, 2008; Singh &
Billingsley, 1998).
Burnout, Teacher Turnover, and Shortage

Though stress comes with teaching, too much stress leads to burnout. Marshall
(2004) believed teacher burnout resulted from disproportionate workload compared to
other professions. This many times unaccounted workload exertion went beyond
45
teaching. According to Marshall (2004), only two-fifths of their work was spent
teaching in the classroom (para. 1). The other three-fifths of their work were split
between planning, paperwork, disciplining, parent contact, meetings, and so forth
(Marshall, para. 1). Bryne (1998) delineated other factors such as disruptive student
behavior, extreme workload, negative school environment, unclear expectations, shortage
of teaching time, poor university preparation, as well as teachers gender and marital
status among the primary causes of depression due to burnout (para. 11).
Burnout leads to teacher turnover, which according to Bryne (1998), almost fifty
percent of Americas beginning school teachers leave the classroom within their first
seven years of experience and never return (para. 5). It is important to note that Bryne
(1998) believed those who decided to stay remained not because they never suffered from
burnout, but because they constantly fought against those feelings of stress, burnout, and
depression at seven years, ten years of service and beyond (para. 6). For those teachers
who left the profession, Ash (2007) summarized from a survey made by the National
Center for Education Statistics (2005) that many of those who found new careers after
teaching felt that their workload was more manageable and suited their lifestyle better
than teaching.
The National Center for Education Statistics or NCES (2005) reported that certain
types of turnover were more significant than others. The NCES (2005) noted, from an
administrative point of view, teachers who transfer to another school and teachers who
46
leave are both equally important (para. 4). Consequently, teacher turnover and shortage
have been identified as major problems within the U.S. educational system, especially
among low-income school systems whether they are urban or rural (Ingersoll, 2003).
Ingersoll (2001) proposed that the shortage of qualified candidates impacted not only
low-income schools and school districts, but both Ingersoll (2001) and Ingersoll and
Smith (2003) formulated that teacher turnover and shortage came from a combination of
factors from low salary and bad management to large classes, amongst others.
In addition, Rotherham (2003) implied the requirements of recruiting and
maintaining highly qualified teachers according to No Child Left Behind were to blame
for the current teacher shortage. Regardless of the factors, teacher turnover and shortage
needed to be addressed. Besides, Ingersoll (2001) and Ingersoll and Smith (2003)
proposed to begin by understanding employee turnover as it related to teacher attrition.
Science Teachers
The current economic uncertainty has affected every organizational sector
(Cavanagh, 2008; Kadlec, 2009). Kadlec (2009) mentioned the loss of jobs at an alarming
rate, which was compounded by losses in the stock and housing market. However, a need
to staff and recruit qualified science teachers still exists. Todays global economic
recession has been changing the workforce because the demand for skilled workers
continues to rise but at a slower rate. Dependence on technology calls for a need for
47
skilled workers. Moreover, employers have been demanding that workers become more
specialized in technological fields (Cavanagh, 2008; National Research Council, 1996).
In addition, companies have been looking for workers who are problem solvers and have
critical thinking skills for the constantly changing conditions that arise in the new global
workforce. With the shrinking job market, U.S. students no longer compete amongst
themselves for jobs; they also compete globally with other qualified workers in other
countries. As a result, the direction in which education is changing is towards teaching
not only basic skills, but also critical thinking skills and problem solving. How are these
skills achieved in school? This is accomplished through the teaching of science.
NSES Vision
Science offers the best environment for developing these skills. Science by its
very nature presents itself as an avenue towards teaching students about critical thinking,
reasoning, and problem-solving skills. The National Science Education Standards were
created in order to prepare students to be thinking, decision-making adults (National
Research Council, 1996). The NSES recognizes that everyone needs to use scientific
information to make choices that arise every day (National Research Council, 1996, p.
1). In addition, in order to create a more competent and skilled workforce the NSES were
created in the belief that through the creation of standards that outline what students
need to know, understand, and be able to do to be scientifically literate. . . U.S. students
will be able to compete in the workforce (National Research Council, 1996, p. 2). This is
48
best achieved with not only a hands-on approach to science, but also a minds-on
approach as well (p. 2).
No Child Left Behind and Science Education
The future of education lies in the fact that it must be inclusive to all students
(Hardy, 2007). That includes providing all students with the necessities of achieving
success that will transform them into productive citizens (U.S. Department of Education,
2001). In order to remain competitive with the global economy, the future of education
must be able to keep up with the demands of a more skilled and competent workforce
(U.S. Department of Education, 2006). Many of the top political leaders in the United
States have had great influences in the way education has progressed. Currently, no one
more than former President George W. Bush and his No Child Left Behind legislation
has had a greater impact in education. The impact on this legislation has been felt in
every aspect of education from Adequate Yearly Progress, parent and student choice, and
teacher and school accountability among others (U.S. Department of Education, 2001).
For many decades there have been calls for the reform of all education from all
corners. Some of these programs include standards-based education, more studentcentered lessons, increase in scientific literacy, etc (U.S. Department of Education, 2006).
The No Child Left Behind legislation brought attention to the importance of overall
education in the preparation of a future highly-skilled workforce.
49
Kennedy (2005) wrote, Few things are more indispensable to us as a people than
good schools (para. 1). The creation of No Child Left Behind was due to the necessity
that President Bush saw in the fact that despite funding of billions of dollars each year,
American schools were still not performing (U.S. Department of Education, 2004).
Moreover, Kennedy (2005) discussed the fact that in 1965, President Lyndon B.
Johnson signed the Elementary and Secondary Education Act (ESEA) into law as part of
the war on poverty (para. 3). Though there have been gains in the strides of improving
education, Kennedy (2005) stressed that in spite of the 1965 passing of the Elementary
and Secondary Education Act many schools in all levels were currently failing (para. 2).
Fast forward to the new millennium and the similar struggle of educating the
nations children is still a constant battle. Likewise, many concerned people felt that too
many students were being left behind due to lack of funding, lack of accountability, and
lack of community support. As a result, the need to eliminate the accumulated problems
facing the state of the nations educational system inspired President Bush to create the
NCLB or No Child Left Behind Act as a way to address his concerns with the need to
help all students, especially those at risk (U.S. Department of Education, 2004).
Science Teachers Job Satisfaction
During the U.S. Presidential elections of 2008, both Senator John McCain and
now President Barack Obama expressed concern over the poor performance of American
students when it came to science test scores (Cavanagh, 2008). Science education is
50
equally important for those who want to go in for higher-level education (Osokoya,
2005, para. 3). A concern over American students lagging science and math scores
compared to other developed industrialized nations is still of concern. Despite adversities
of the fiscal responsibilities that would entail addressing the problem of recruiting more
science teachers in the coming years, both McCain and Obama promised help with
funding (Cavanagh, 2008). Their concerns echoed that of concerned scientists and
business executives who have been lobbying Congress to approve the America
Competes Act, which supported numerous math and science curriculum and teacher
training programs stated Cavanagh (2008, para. 12).
Despite the current economic uncertainties, the need to recruit, train, and retain
science teachers still matters. OConnell and McGregor (2009) wrote, given the
fundamental changes were seeing in the global economy . . . workers are more
appreciable of their job (para. 3). However, both authors also suggested to
organizational leaders that it is important that workers maintain their job satisfaction,
since a dissatisfied employee only hinders effective job output, so needed even during
economic downturns. The same reasoning applies to science teachers.
Just like teaching any other subject, teaching science can be a stressful job. The
Bureau of Labor Statistics (2007) confirmed that teachers confront stressful working
conditions. Mangrubang (2005) indicated job satisfaction to be a determining role in
keeping teachers. Science teachers face those same conditions. Ingersoll (2004; 2006)
51
discussed that there are notably significantly more science and math teachers likely to
move from or leave their teaching jobs because of job dissatisfaction than are other
teachers (p. 8). In fact, Ingersoll (2004; 2006) stated the study figures for teacher
attrition at 40 percent for math and science teachers compared to 29 percent of all
teachers (p. 8). Moreover, the National Science Foundation (2008) identified certain
patterns occurred that affected teacher shortage. These patterns included rapid increase
in population, low socio-economic regions, high immigrant population, along shortages
in the subjects of special education, and science (National Science Foundation, 2008,
para. 4). This confirms Ingersolls analysis (2004; 2006) reporting the highest turnover
numbers come from math and science teachers. Consequently, these numbers are the
contributing factors to the teacher shortage in the United States (Ingersoll, 2004; 2006).
Not understanding the reason for specific shortages in key teaching positions like science
only compounds the revolving door of teachers who enter and leave too soon due to
dissatisfaction (Ingersoll, 2004, p. 2; 2006, p. 203). As a result, no clear solutions are
developed making ineffective recruiting, and retention tactics, and fiscally irresponsible
any measures to attract potential candidates to lose them as soon as the job market
rebounds in other fields, making teaching science less appealing. Magrubang (2005) and
Osokoya (2005) pointed out that it is important to find out a commonality between what
brings a teacher satisfaction or dissatisfaction in the workplace.
52
Job Satisfaction Survey

In 1985, Paul E. Spector created the Job Satisfaction Survey (JSS). Spector (1985)
discussed how Job satisfaction of employees is a topic that has received considerable
attention by researchers and practitioners alike (p. 693). Though the research and study
of job satisfaction was a popular subject, Spector (1985) examined the norms that existed
at the time and found that none focused on human services. As a result, Spector (1985)
created the Job Satisfaction Survey (JSS). The creation of this new instrument was
originally designed specifically for the human service industries. Nowadays the JSS is
not only used in the human services industries, but also in education, manufacturing,
medicine, mental health, nursing, law enforcement, retail, the private and public sector,
and social services.
The instrument measures nine facets as each relates to job satisfaction: pay,
promotion, supervision, fringe benefits, contingent rewards, operating procedures,
coworkers, nature of work, and communication. The Job Satisfaction Survey is both a
valid and reliable norm-measured instrument. The JSS is a norm-measured instrument
having specific norms for each of its industries: education, manufacturing, medicine,
mental health, nursing, law enforcement, retail, the private and public sector, and social
services. Furthermore, the JSS contains a total American industries norm which
comprises all the measured industries combined and it is based on a total sample size of
53
36,380. The specific JSS norms for education are based on a total sample size of 9,507
(Spector, 2009).
Because of its wide use, the Job Satisfaction Survey is not only used in the human
services industries, but is adaptable to other industries including in education, medicine,
and government among others (Spector, 2007). The 36-item, nine-facet scale assesses job
satisfaction in the industries of education, manufacturing, medicine, mental health,
nursing, law enforcement, retail, the private and public sector, and social services
(Spector, 2007). For each item, the JSS gives participants six Likert-type choices that
range from strongly agree to strongly disagree (Spector, 1985; 2007). As a result, each
item is scored from 1-6. Scores range within the 4 items that make up each facet from 4
to 24 while the total score ranges from 36 to 216 (Spector, 1985; 2007). Satisfaction is
identified by the higher values, while dissatisfaction would be associated with lower
values.
Because the JSS is widely used, its validity and reliability are high. The Job
Satisfaction Survey (Spector, 1994) is a normed measured instrument. The internal
consistency reliability is based on a sample of 2,870 (Spector, 2007). Reliability of the
JSS was calculated through the alpha coefficient (Spector, 1985; 2007). The first facet,
pay, has an .75 value. The second facet, promotion, has an .73 value. The third facet,
supervision, has an .82 value. The fourth facet, fringe benefits, has an .73 value. The
fifth facet, contingent rewards, has an .76 value. The sixth facet, operating procedures,
54
has an .62 value. The seventh facet, coworkers, has an .60 value. The eighth facet,
nature of work, has an .78 value. The ninth facet, communication, has an .71 value.
The total value of all the scales is an .91. A comparison between the Job Satisfaction
Survey with the Job Descriptive Index shows evidence of discriminant and convergent
validity (Spector, 1985, p. 701). Validity correlations ranged from zero to .61 to .80.
Research using the Job Satisfaction Survey
Many organizations have used the Job Satisfaction Survey (JSS) to measure job
satisfaction. Education, scientific research, manufacturing, law enforcement, and retail
are among some of the organizations that have utilized the JSS. Some notable studies
using the JSS include Murray (1999), Blau (2001), Schmidt (2007), and Tewari (2009).
Following is a brief description of these studies use of the JSS.
First, Murray (1999) used the Job Satisfaction Survey as a measure to compare
the job satisfaction of library paraprofessionals to that of professional librarians. More
than 140 library employees were surveyed. The results showed that library
paraprofessionals were less satisfied than those who were professional librarians in the
areas of nature of work, coworkers, contingent rewards, promotion, pay, and overall
satisfaction (Murray, 1999).
Next, Blau (2001) used the JSS to research on occupational entrenchment. Blaus
(2001) study was a longitudinal five year study which included several instruments for
each phase during the five years including the use of the JSS (Spector, 1985), Baaus (as
55
cited in Blau, 2001) career commitment scale, Kanungos (as cited in Blau, 2001) job and
work involvement scale, Spectors (1988) locus of control.
While researching the relationship between satisfaction with workplace training
and overall job satisfaction, Schmidt (2007) modified the JSS into a 55-item survey and
called it the Job Training and Job Satisfaction Survey. All nine facets of the JSS were
used along with additional facets that included questions related to job training, hence the
Job Training and Job Satisfaction Survey (Schmidt, 2007). The study results consisted of
301 respondents out of 502 possible participants made up of customers and technical
employees of nine major organizations in the U.S. and Canada (Schmidt, 2007).
According to Schmidt (2007) a high correlation was found between job satisfaction and
job training.
Last, Tewari (2009) used the JSS to compare the level of job satisfaction of
scientists in a government research and development facility of all other personnel
including administrators, IT professionals, lab assistants, maintenance workers, and
drivers to name a few (Tewari, 2009). The study results showed that scientists were
satisfied in all the facets (salary, communication, contingent rewards, fringe benefits,
nature of work, working conditions, supervision, promotion, and operating procedures)
represented by the JSS (Tewari, 2009).
56
Conclusion
The basis of this study was to investigate which factors affect the job satisfaction
of middle- and high-school science teachers. An extensive search of the literature was
analyzed and synthesized into seven subtopics: job satisfaction; human motivation;
teacher job satisfaction; factors that may affect teacher job satisfaction; burnout, teacher
turnover, and shortage; science teachers and job satisfaction; and the Job Satisfaction
Survey (Spector, 1994).
Job satisfaction was the basis for the theoretical framework. The works of Mayo
(1930), Maslow (as cited in Huitt, 2001), and Herzberg (as cited in Leach & Westwood,
2000) focused on human motivation and job satisfaction. Based on a persons job
satisfaction, employee input would affect output goals regardless of the organization. In
education, these output goals are student achievement. As a result, it is important to
understand what drives the motivation and job satisfaction of teachers in order to help
student achievement. Herzberg discussed job satisfaction of an individual as requiring
hygienes and motivators. Hygienes were related to working conditions, supervision,
salary, company and administrative policies, and interpersonal relations (Leach &
Westwood, 2000). On the other hand, motivators related to achievement, recognition,
responsibility for task, interest in job, advancement to higher-level tasks, and growth
(Leach & Westwood, 2000). Herzberg considered hygienes as potential dissatisfiers if not
addressed (Gawel, 1997, Syptak, Marsland, & Ulmer, 1999). Similarly when considering
57
teacher job satisfaction, factors that may affect their job satisfaction include pay,
promotion, supervision, fringe benefits, contingent rewards, operating conditions,
coworkers, nature of work, communication, age, gender, level of education, and years of
teaching experience.
According to studies by Ingersoll (2000, 2001; 2003; 2004; 2006) and Byrne
(1998) among others, lack of understanding teacher motivation and job satisfaction may
lead to burnout, teacher turnover, and shortage. Ingersoll (2004; 2006) stressed science
teachers along with math teachers represented the highest turnover rate of a revolving
door of entering and soon exiting teachers, who may be dissatisfied with conditions such
as working conditions, pay, opportunities for promotion, and lack of support among
others (p. 2; p. 203).
Though the demand of skilled workers has diminished due to the current global
recession, there is an even greater need to help American students increase their
knowledge and achievement in science (Cavanagh, 2008, National Research Council,
1996). Therefore, the need to staff, train, and retain science teachers is critical even in
hard economic times. However, according to OConnell and McGregor (2009), a shift
has occurred with the lack of opportunities currently offered due to the current global
economic recession, workers in general are more appreciative of their current jobs. It is
important still that leaders keep in mind maintaining job satisfaction. This same
reasoning applies to the job satisfaction of current and potential science teachers.
58
The Job Satisfaction Survey (JSS) was created in 1985 by Paul E. Spector.
Spector (1985) discussed how Job satisfaction of employees is a topic that has received
considerable attention by researchers and practitioners alike (p. 693). Though the
research and study of job satisfaction was a popular subject, Spector (1985) examined the
norms that existed at the time and found that none focused on human services. As a
result, Spector (1985) created the Job Satisfaction Survey (JSS). The instrument measures
nine facets as each relates to job satisfaction: pay, promotion, supervision, fringe benefits,
contingent rewards, operating procedures, coworkers, nature of work, and
communication (Spector, 1985; 1994; 2007). The JSS is used in the industries of
education, manufacturing, medicine, mental health, nursing, law enforcement, retail,
private and public sector, and social services (Spector, 2007). Because of its reliability,
validity, and wide, the JSS was this studys instrument for measuring the job satisfaction
of middle- and high-school science teachers.
59
CHAPTER 3. METHODOLOGY
Introduction
Previous research studies have suggested that job satisfaction and worker
productivity are closely related. Works by Mayo (1930), Maslow (as cited in Huitt, 2001)
and Herzberg (as cited in Leach & Westwood, 2000) have linked the importance of
understanding how satisfied employees are and a companys success. These same
principles may be applied to teacher job satisfaction.
This study used a quantitative correlational approach at investigating which
factors affect the job satisfaction of science teachers. Based on the analysis of the
literature review, the methodology was developed relevant to the studys focus. This
chapter presented the steps taken to foresee that the methodology answered the research
questions. Furthermore, chapter three summed up the specifics of the research design,
sampling procedures, instrumentation, data collection process, data analysis methods, and
an overview of the methodology safeguards.
60
Restatement of the Purpose

The overall purpose of the study was to investigate which factors affected the job
satisfaction of middle- and high-school science teachers. The focus of the study was
divided into two parts. First, the primary focus of the study was to determine whether a
relationship existed between middle- and high-school science teachers job satisfaction
and the variables of pay, promotion, supervision, fringe benefits, contingent rewards,
operating conditions, coworkers, nature of work, and communication. Another focus of
the study was to determine whether the demographic variables of age, gender, level of
education, years of teaching science, and total years of teaching experience had any direct
impact on the relation between middle/secondary science teachers job satisfaction and
the primary study variables.

Research Question 1
61
62
Research Question 2
63

64

Research Design
The research design was quantitative in nature. Gay and Airasian (2003)
described quantitative research as an appropriate methodology because it allowed the
researcher to collect and analyze numerical data from questionnaires, tests, checklists
(p. 8). Since a statistical relationship was investigated, (factors that affect the job
satisfaction of science teachers), the quantitative approach selected was correlational
research.
Gall, Gall, and Borg (2003) defined the purpose of correlational research as a
method, which sought to determine whether, and to what degree a statistical relationship
existed between two or more variables. Correlations either established relationships or
used existing relationships to make predictions (p. 11). Gall, Gall, and Borg (2003)
discussed that correlational research was useful in education. In education, we
frequently confront situations in which variables influence a particular pattern of
behavior. Correlational designs allow us to analyze how these variables, either singly or
in combination, affect the pattern of behavior (p. 324).
65
Population
The census sample came from two school districts. The total sample size of
participants was 436 current middle- and high-school science teachers.
Population Methodology and Criteria
The population of study was defined as current certified middle- and high-school
science teachers. The total participant population was 436 middle- and high-school
science teachers from both participating school systems. Since all members of the
population were asked to participate, a census was conducted. Pyrczak (2004) describes
the use of a census as a study in which all members of a population are included. A
census is often feasible and desirable when working with small populations (p. 2).
Instrumentation
Paul Spector (1985) created the Job Satisfaction Survey (JSS); the creation of this
instrument was originally designed specifically for the human service industries. The 36item, nine-facet scale assesses job satisfaction in the industries of education,
manufacturing, medicine, mental health, nursing, law enforcement, retail, private sector,
public sector, social services, and other industries (Spector, 2007). The JSS is a normmeasured instrument having specific norms for each of the industries including
education. The JSS norms for education are based on a total sample size of 9,507
(Spector, 2009). The instrument measures nine facets as each relates to job satisfaction:
66
pay, promotion, supervision, fringe benefits, contingent rewards, operating procedures,

coworkers, nature of work, and communication.
The study was based on quantitative correlational research. The instrument used
was a survey questionnaire. Participants were asked to complete a brief 5-15-minute
Internet survey.
The survey was comprised of the normed measured Job Satisfaction Survey
(Spector, 1997). Permission was granted by Paul Spector to use the Job Satisfaction
Survey (Spector, 1997). The Job Satisfaction Survey is a quantitative instrument. The
survey included questions related to possible factors that affected the job satisfaction of
middle- and high-school science teachers. The primary variables of the study included
pay, promotion, supervision, contingent rewards, operating conditions, coworkers, nature
of work, communication, and fringe benefits. Also, the survey was used to gather
demographic data to investigate if a relationship existed between demographics (age,
gender, level of education, years of teaching science, and total years of teaching
experience) and the job satisfaction of middle- and high-school science teachers.
Screening Questions and Job Satisfaction Survey
The survey started with the screening questions. The screening questions
determined if each participant was qualified to answer the survey based on the fact that
the participant was a current certified science teacher and if the participant taught middle
or high school science. Any discrepancies to the screening answers led to discarding the
67
results. The demographic data questions followed. The demographic data gathered
included gender, age, years of teaching science, highest level of education, and total years
of teaching experience. The primary instrument to be administered was the Job
Satisfaction Survey (Spector, 1994).
The Job Satisfaction Survey (JSS) is a normed measured instrument and has both
validity and reliability. Job satisfaction of employees is a topic that has received
considerable attention by researchers and practitioners alike (Spector, 1985, p. 693).
Spector (1985) created the Job Satisfaction Survey (JSS). The creation of this instrument
was originally designed specifically for the human service industries. Nowadays the JSS
is a 36-item, nine facet scale that assess job satisfaction in the industries of education,
manufacturing, medicine, mental health, nursing, law enforcement, retail, private and
public sector, and social services (Spector, 2007). In addition, because of its wide use, the
JSS is also adaptable to other industries (Spector, 2007). The instrument measures nine
facets as each relates to job satisfaction: pay, promotion, supervision, fringe benefits,
communication.
Validity and Reliability
In 1985, Paul E. Spector created the Job Satisfaction Survey (JSS). Spector (1985)
discussed how Job satisfaction of employees is a topic that has received considerable
attention by researchers and practitioners alike (p. 693). Spector (1985) examined the
68
norms that existed at the time and found that none focused on human services. Currently,
the JSS contains separate norms for each of the measured industries including education.
The norms in education are based on a total sample size of 9,507 (Spector, 2010).
The Job Satisfaction Survey (Spector, 1994) is a normed measured instrument.
The internal consistency reliability is based on a sample of 2,870 (Spector, 2007).
Reliability of the JSS was calculated through the alpha coefficient (Spector, 1985; 2007).
The first facet, pay, has an .75 value. The second facet, promotion, has an .73 value.
The third facet, supervision, has an .82 value. The fourth facet, fringe benefits, has an
.73 value. The fifth facet, contingent rewards, has an .76 value. The sixth facet,
operating procedures, has an .62 value. The seventh facet, coworkers, has an .60
value. The eighth facet, nature of work, has an .78 value. The ninth facet,
communication, has an .71 value. The total value of all the scales is an .91.
A comparison between the Job Satisfaction Survey with the Job Descriptive Index
shows evidence of discriminant and convergent validity (Spector, 1985, p. 701).
Validity correlations ranged from zero to .61 to .80.
Administration and Data Collection

The survey was placed online through SurveyMonkey, a web-surveying tool.
Through SurveyMonkey, questions pertaining to the instrument were typed and added on
69
the web into one survey. The survey included the screening questions, demographic data
questions, and the normed measured Job Satisfaction Survey (Spector, 1997).
Permission
First, permission was obtained by contacting each school system. Second, upon
each school systems approval for this study, the researcher sought local site permission
from each middle and high school within the districts. The final approval had to be
granted by the principals from each school within each district. Third, once permission
was granted by the principal, the researcher provided in person or via e-mail the letter of
invitation and the letter of consent for the study to principals for distribution to all science
teachers. The letter of consent contained information on how to access the survey link,
which was sent to participants from approved schools via electronic mail, by typing the
link into the computers browser, or by printing the survey from the link. Participation of
the study was strictly voluntary. For participants to take part in the study, they simply had
to agree and begin answering the surveys questions. Participants could stop answering
the survey questions at any time. If a survey was not completed, the results were
discarded and considered invalid for analysis.
Data Collection
Once permission was obtained to perform the study, then data collection began.
Data from the survey was collected online through SurveyMonkey, a web-surveying tool.
Through SurveyMonkey, questions pertaining to the instrument were typed and added on
70
the web into one survey. The survey includes screening questions, demographic data
questions, and the normed measured JSS.
Based on the instructions of each participating school district, study participants
received the surveys link via e-mail or via the school systems internal courier mail
system. The survey link directed participants to read the purpose of the study as well as
answer the questionnaire securely, privately, and confidentially online. Participants also
had the opportunity to answer the survey questions in paper and pencil format by printing
the survey from the website link if they felt more comfortable doing so. The alternative
format of the survey was to be completed and returned to the researcher by U.S. mail or
through the school districts internal courier service. Regardless of format, the survey
took approximately 5-15 minutes to complete. No participants chose the printed survey
format; all participants who completed the survey chose to answer the survey online.
Data Analysis
The use of SurveyMonkey allowed the gathering of the data as each response
was completed. The data collected from SurveyMonkey was transferred into the
Statistical Package for the Social Sciences (SPSS). The quantitative data was gathered for
statistical analysis. The SPSS program allowed the performance of correlational tests
between the variables in the study.
Analysis of the data included descriptive statistics, frequency distributions,
histograms, Pearsons correlation, Spearmans Rho correlation, and Chi-Square tests for
71
the measuring of frequency distributions and correlations between the variables as well as
the significance between the relationships. The correlational tests were performed to
determine if relationships existed between middle- and high-school science teachers job
operating conditions, coworkers, nature of work, communication, and fringe benefits. In
addition, a relationship was investigated between middle- and high-school science
teachers job satisfaction and the demographic variables of age, gender, level of
education, years of teaching science, and total years of teaching experience.
Ethical Issues
Gall, Gall and Borg (2003) suggested that great care must be taken in order to
protect participants. This study was performed by volunteer participants. Participate were
be allowed to stop their involvement in the study at any time. In addition, the study
carried no risks or harm to its participants. Participants names and any identifiers were
not on the survey as the researcher observed strict confidentiality and privacy on any
information including responses from the study. The data collected was secured and only
the researcher had access to it. The data was encrypted and was stored for the purposes of
the study for at least seven years from publication.
72
Limitations of Methodology
The focus of the study was on the possible factors that may affect the job
satisfaction of middle- and high-school science teachers. The selection of this sample
population limits the scope of the methodology. Excluded from this sample were k-12
general classroom teachers who did not teach science, principals, special education
teachers, media center specialists, counselors, and other supporting staff.
73
CHAPTER 4. DATA COLLECTION AND ANALYSIS

Introduction
A stressful work environment may lead to an employees dissatisfaction in the
workplace (Berry, 1997; Gawel, 1997; Herzberg, 1959; Lindner, 1998; Maslow, 1943;
Mayo, 1930; Syptak, et al., 1999; Yip, Goldman, & Martin, 1998). Likewise, work
dissatisfaction may affect a teachers productivity. Studies have found many teachers
working environment can lead to stress (Bureau of Labor Statistics, 2009; Byrne, 1998;
Georgia Professional Standards Commission, 2001; Hamman & Gordon, 2000; Ingersoll,
2001; 2003; 2006; Marshall, 2004). The increasing workloads of teachers in
responsibilities, paperwork, discipline, and accountability can lead to stress, burnout, and
attrition especially in key subject areas such as science along with math and special
education (Ingersoll, 2001; 2003; 2006; National Science Foundation, 2008).
This study used a quantitative correlational approach to investigate which factors
affect the job satisfaction of middle- and high-school science teachers. This chapter
presents the research findings of the data collected and analysis in terms of the purpose,
research questions, research hypotheses, descriptive statistics of respondents, job
satisfaction analysis findings, and demographic analysis findings.
74
Purpose
The purpose of this study was to investigate which factors affect the job
satisfaction of middle- and high-school science teachers. Two sets of variables were
analyzed: job satisfaction variables and demographics variables. The job satisfaction
variables included pay, promotion, supervision, contingent rewards, operating conditions,
coworkers, nature of work, communication, and fringe benefits. The instrument used to
analyze the job satisfaction variables was the norm-measured Job Satisfaction Survey
(Spector, 1994). Demographic data was collected in order to investigate the demographic
variables. The variables were age, gender, highest level of education, years of teaching
science, and total years of teaching experience.

Research Question 1
75
76
Research Question 2
77

78

Descriptive Statistics of Respondent Demographics

The respondents of the study were middle- and high-school science teachers. A
link to the survey was sent through mail and e-mail. A total of 436 surveys were sent out.
Survey reminders were sent out three times.
Response Rate
Out of the 436 surveys sent, 144 surveys were started. Of the 144 surveys that
were started, 138 surveys were completed. Since the missing data was key in the analysis
of the study, incomplete surveys were considered invalid. From the 138 completed
surveys only 1 survey response was invalidated, because the respondent was not a
certified science teacher. As a result, the responding population was 31.4% or 137 out of
the 436 surveys that were sent. Consequently, the data analysis and results were based on
the 137 completed and valid survey responses.
Respondents
The majority of participants (N=91) were middle-school science teachers, who
comprised 66.4% of respondents. High-school science teachers (N=46) comprised 33.6%
of respondents. Table 1 summarizes participant response for both middle- and highschool science teachers.
79
Table 1. Grade Level Currently Taught
Valid
Frequency
Percent
Cumulative Percent
Middle School
91
66.4
66.4
High School
46
33.6
100.0
Total
137
100.0
Gender
Female respondents (73.7%) outnumbered male respondents (26.3%). Figure 1
shows the breakdown of science teachers by gender.
Figure 1. Gender
Age
Most science teachers in the study were between the ages of 30 to 56 years of age.
The age of respondents was almost evenly distributed between these age ranges with the
80
age range of 30 to 36 having the highest percentage at 27%. Table 2 describes the
distribution of age among respondents.
Table 2. Average Age of Respondents
Frequency Percent
Valid
Percent
Cumulative Percent
Valid 23 29
18
13.1
13.1
13.1
30 36
27
19.7
19.7
32.8
37 43
26
19.0
19.0
51.8
44 50
26
19.0
19.0
70.8
51 56
23
16.8
16.8
87.6
57 63
14
10.2
10.2
97.8
64 70
1.5
1.5
99.3
Over 70 years old
.7
.7
100.0
137
100.0
100.0
Total
Years of Teaching Science

In the category of years of teaching science, the majority of respondents had
averaged 6-10 years of experience science. The percentage of those respondents who
vested 11 or more years of teaching science declined. Figure 2 illustrates the frequency
distribution among respondents in years of teaching science.
81
Figure 2. Years of teaching science
Total Years of Teaching Experience

The total years of average teaching experience for respondents peaked at 11-15
years (24.8%). Table 3 summarizes the average values for total years of teaching
experience.
82
Table 3. Total Years of Teaching Experience
Frequency Percent Valid Percent Cumulative Percent

Valid Less than 1 year
2.9
2.9
2.9
15
22
16.1
16.1
19.0
6 10
28
20.4
20.4
39.4
11 15
34
24.8
24.8
64.2
16 20
22
16.1
16.1
80.3
21 - 25
14
10.2
10.2
90.5
26 - 30
4.4
4.4
94.9
31 - 35
4.4
4.4
99.3
36 - 40
.7
.7
100.0
137
100.0
100.0
Total
Highest Level of Education

Most respondents (43.1%) held a masters degree, followed by those with an
education specialist (26.3%), then those with a bachelors degree (24.1%), and last the
smallest percentage (6.6%) was held by respondents with doctorate degrees. Figure 3
further illustrates the distribution of degrees among respondents.
83
Figure 3. Highest level of education
Job Satisfaction Survey Results

Paul Spectors Job Satisfaction Survey (1997) was the primary instrument used in
this research to measure job satisfaction. Created in 1985, the Job Satisfaction Survey
(JSS) is a normed measured instrument. Because of its reliability, validity, and wide use
in education and other industries, the JSS was this studys main instrument for measuring
the job satisfaction of middle- and high-school science teachers. The JSS measures nine
facets as each relates to job satisfaction: pay, promotion, supervision, fringe benefits,
communication (Spector, 1985; 1994; 2007).
84
The JSS questionnaire is made up of a 36-item questionnaire. For each item, the
JSS gives participants six Likert-type question choices that range from strongly agree to
strongly disagree (Spector, 1985; 2007). Therefore, each item is scored from 1-6 agree to
disagree response choice (Spector, 1985; 2007). Satisfaction is identified by the higher
values, while dissatisfaction would be associated with lower values (Spector, 1985;
2007).
JSS Total Job Satisfaction Scores
Total satisfaction scores were obtained by adding all the scores together.
Instructions for scoring the JSS state scores can range from 36 to 216, where scores from
36-108 represent dissatisfaction; scores from 108 to 144 represent ambivalence; and
scores from 144 to 216 represent satisfaction (Spector, 1985; 2007).
Table 4 shows the results of the study. Science teachers median satisfaction
scores ranged from ambivalence with a median score of 133.0, a mean score of 132.9 and
a mode of 130.0.
85
Table 4. Total Job Satisfaction Statistics

N
Valid
137
Missing
Mean
132.9124
Median
133.0000
Mode
130.00
Job Satisfaction Variables

Each variable category was scored using the 4item subscale that makes up each
facet from 4 to 24 where mean scores from 4-12 represent dissatisfaction; scores between
12-16 represent ambivalence; and scores from 16-24 represent satisfaction (Spector,
1985; 2007). Following is a discussion of the breakdown of the JSS results from each
variable category.
Pay
For the job satisfaction variable of pay, scores ranged from a minimum of 4.00 to
a maximum of 19.00. The mean score was 14.0657 with a standard deviation of 2.33643.
Table 5 shows the results of respondents towards the variable of pay.
86
Table 5. Pay Results
Frequency Percent Valid Percent

Valid
Cumulative Percent
4.00
.7
.7
.7
8.00
1.5
1.5
2.2
9.00
2.9
2.9
5.1
10.00
.7
.7
5.8
11.00
4.4
4.4
10.2
12.00
11
8.0
8.0
18.2
13.00
21
15.3
15.3
33.6
14.00
36
26.3
26.3
59.9
15.00
23
16.8
16.8
76.6
16.00
18
13.1
13.1
89.8
17.00
2.9
2.9
92.7
18.00
3.6
3.6
96.4
19.00
3.6
3.6
100.0
Total
137
100.0
100.0
Promotion
For the job satisfaction variable of promotion, scores ranged from a minimum of
4.00 to a maximum of 22.00. The mean score was 13.4672 with a standard deviation of
3.01479. Table 6 shows the results of respondents towards the variable of promotion.
87
Table 6. Promotion Results

Valid
Cumulative Percent
4.00
.7
.7
.7
7.00
1.5
1.5
2.2
8.00
2.9
2.9
5.1
9.00
3.6
3.6
8.8
10.00
10
7.3
7.3
16.1
11.00
12
8.8
8.8
24.8
12.00
15
10.9
10.9
35.8
13.00
17
12.4
12.4
48.2
14.00
25
18.2
18.2
66.4
15.00
16
11.7
11.7
78.1
16.00
6.6
6.6
84.7
17.00
4.4
4.4
89.1
18.00
6.6
6.6
95.6
19.00
2.9
2.9
98.5
21.00
.7
.7
99.3
22.00
.7
.7
100.0
Total
137
100.0
100.0
Supervision
For the job satisfaction variable of supervision, scores ranged from a minimum of
1.76566. Table 7 shows the results of respondents towards the variable of supervision.
88
Table 7. Supervision Results

Valid
Cumulative Percent
5.00
.7
.7
.7
9.00
.7
.7
1.5
10.00
.7
.7
2.2
11.00
2.2
2.2
4.4
12.00
2.2
2.2
6.6
13.00
23
16.8
16.8
23.4
14.00
63
46.0
46.0
69.3
15.00
17
12.4
12.4
81.8
16.00
16
11.7
11.7
93.4
17.00
1.5
1.5
94.9
18.00
2.2
2.2
97.1
19.00
2.9
2.9
100.0
Total
137
100.0
100.0
Fringe Benefits
For the job satisfaction variable of fringe benefits, scores ranged from a minimum
of 4.00 to a maximum of 21.00. The mean score was 14.8613 with a standard deviation of
2.60707. Table 8 shows the results of respondents towards the variable of fringe benefits.
89
Table 8. Fringe Benefits Results

Valid
Cumulative Percent
4.00
.7
.7
.7
5.00
.7
.7
1.5
8.00
.7
.7
2.2
9.00
.7
.7
2.9
10.00
.7
.7
3.6
11.00
2.2
2.2
5.8
12.00
10
7.3
7.3
13.1
13.00
17
12.4
12.4
25.5
14.00
24
17.5
17.5
43.1
15.00
27
19.7
19.7
62.8
16.00
16
11.7
11.7
74.5
17.00
15
10.9
10.9
85.4
18.00
11
8.0
8.0
93.4
19.00
3.6
3.6
97.1
20.00
2.2
2.2
99.3
21.00
.7
.7
100.0
Total
137
100.0
100.0
Contingent Rewards
For the job satisfaction variable of contingent rewards, scores ranged from a
minimum of 7.00 to a maximum of 24.00. The mean score was 14.0146 with a standard
deviation of 3.1963. Table 9 shows the results of respondents towards the variable of
90
contingent rewards.
Table 9. Contingent Rewards Results

Valid
Cumulative Percent
7.00
.7
.7
.7
8.00
2.9
2.9
3.6
9.00
5.1
5.1
8.8
10.00
6.6
6.6
15.3
11.00
13
9.5
9.5
24.8
12.00
13
9.5
9.5
34.3
13.00
11
8.0
8.0
42.3
14.00
10
7.3
7.3
49.6
15.00
25
18.2
18.2
67.9
16.00
15
10.9
10.9
78.8
17.00
11
8.0
8.0
86.9
18.00
5.8
5.8
92.7
19.00
4.4
4.4
97.1
20.00
1.5
1.5
98.5
22.00
.7
.7
99.3
24.00
.7
.7
100.0
Total
137
100.0
100.0
For the job satisfaction variable of operating conditions, scores ranged from a
91
operating conditions.
Table 10. Operating Conditions Results

Valid
Cumulative Percent
6.00
.7
.7
.7
8.00
.7
.7
1.5
9.00
.7
.7
2.2
11.00
1.5
1.5
3.6
12.00
1.5
1.5
5.1
13.00
6.6
6.6
11.7
14.00
10
7.3
7.3
19.0
15.00
11
8.0
8.0
27.0
16.00
12
8.8
8.8
35.8
17.00
14
10.2
10.2
46.0
18.00
25
18.2
18.2
64.2
19.00
25
18.2
18.2
82.5
20.00
11
8.0
8.0
90.5
21.00
4.4
4.4
94.9
22.00
1.5
1.5
96.4
23.00
2.9
2.9
99.3
24.00
.7
.7
100.0
Total
137
100.0
100.0
92
Coworkers
For the job satisfaction variable of coworkers, scores ranged from a minimum of
2.09046. Table 11 shows the results of respondents towards the variable of coworkers.
Table 11. Coworkers Results

Valid
Cumulative Percent
12.00
2.2
2.2
2.2
13.00
4.4
4.4
6.6
14.00
39
28.5
28.5
35.0
15.00
31
22.6
22.6
57.7
16.00
17
12.4
12.4
70.1
17.00
14
10.2
10.2
80.3
18.00
10
7.3
7.3
87.6
19.00
5.8
5.8
93.4
20.00
3.6
3.6
97.1
21.00
2.2
2.2
99.3
22.00
.7
.7
100.0
Total
137
100.0
100.0
Nature of Work
For the job satisfaction variable of pay, scores ranged from a minimum of 11.00
to a maximum of 23.00. The mean score was 17.8540 with a standard deviation of
93
2.00198. Table 12 shows the results of respondents towards the variable of nature of
work.
Table 12. Nature of Work Results

Valid
Cumulative Percent
11.00
.7
.7
.7
13.00
1.5
1.5
2.2
14.00
5.1
5.1
7.3
15.00
2.9
2.9
10.2
16.00
16
11.7
11.7
21.9
17.00
24
17.5
17.5
39.4
18.00
27
19.7
19.7
59.1
19.00
35
25.5
25.5
84.7
20.00
11
8.0
8.0
92.7
21.00
3.6
3.6
96.4
22.00
2.9
2.9
99.3
23.00
.7
.7
100.0
Total
137
100.0
100.0
Communication
For the job satisfaction variable of communication, scores ranged from a
94
communication.
Table 13. Communication Results

Valid
Cumulative Percent
5.00
1.5
1.5
1.5
7.00
.7
.7
2.2
8.00
3.6
3.6
5.8
9.00
29
21.2
21.2
27.0
10.00
23
16.8
16.8
43.8
11.00
16
11.7
11.7
55.5
12.00
15
10.9
10.9
66.4
13.00
14
10.2
10.2
76.6
14.00
11
8.0
8.0
84.7
15.00
5.8
5.8
90.5
16.00
5.8
5.8
96.4
18.00
2.2
2.2
98.5
19.00
.7
.7
99.3
21.00
.7
.7
100.0
Total
137
100.0
100.0
Job Satisfaction Analysis

To analyze if a relationship existed between middle- and high-school science
teachers job satisfaction and the variables of pay, promotion, supervision, fringe
benefits, contingent rewards, operating conditions, coworkers, nature of work, and
95
communication, two statistical analysis tests were performed: the Pearson Correlation
and the Spearmans Rho Correlation. The Pearson Correlation is a parametric test, which
shows if there is a statistically significant sample when the data is normally distributed. If
data was shown to be normally distributed, then, the Pearson test could be used with
confidence (Field, 2009; Gay & Airasian, 2003). However, if there was not a statistically
significant sample, and the data not normally distributed then the Spearmans Rho, a nonparametric test, would have been the appropriate test (Field, 2009; Gay & Airasian,
2003). Following is the analysis of the results for the job satisfaction variables and the
overall job satisfaction of middle- and high-school science teachers.
Null Hypothesis 1.1
No relationship exists between satisfaction with pay and middle- and high-school
science teachers overall job satisfaction.
Correlation tests were performed between overall job satisfaction and satisfaction
with pay. Table 14 shows the results of the Pearson Correlation Test. Table 15 describes
the Spearmans Rho correlation test. From the comparison of both tables, the
Significance (2-tailed) is .000 for the Pearson (parametric) test which is less than .05 so
one can reject the null hypothesis since there is no relationship between overall job
satisfaction and satisfaction with pay; likewise, if one wanted to use the non-parametric
test as another supporting correlation test, one would see that the significance (2-tailed) is
.000, which is less than .05, so the null hypothesis is rejected here as well.
96
Both the Pearson and Spearmans Rho tests show that this correlation is
significant to the .01 level and not just the .05 level. The correlation level for the
parametric test is .585, and the correlation level for the non-parametric test is .556. Since
a positive correlation can be between 0 and 1, this shows that there is a moderate, positive
relationship between these two variables.
Table 14. Pearson Correlation of Overall Job Satisfaction and Satisfaction with Pay
Total Satisfaction
Pearson Correlation
Total
Satisfaction
1
Sig. (2-tailed)
Pay
Pay
.585**
.000
N
Pearson Correlation
Sig. (2-tailed)
137
.585**
137
1
.000
N
**. Correlation is significant at the 0.01 level (2-tailed).
97
137
137
Table 15. Spearmans Correlation Overall Job Satisfaction and Pay
Spearman's rho Total Satisfaction
Correlation
Coefficient
Sig. (2-tailed)
Pay
N
Correlation
Coefficient
Total
Satisfaction
1.000
Pay
.556**
.000
137
.556**
137
1.000
Sig. (2-tailed)
.000
N
137
137
Null Hypothesis 1.2

No relationship exists between satisfaction with promotion and middle- and highschool science teachers overall job satisfaction.
Correlational tests were performed between overall job satisfaction and
satisfaction with promotion. Table 16 describes the Pearson parametric test. The
significance (2-tailed) is .266 for the Pearson (parametric) test which is greater than .05
so one cannot reject the null hypothesis that there is no relationship between overall job
satisfaction and satisfaction with promotion. Table 17 shows the significance (2-tailed)
for the nonparametric (Spearmans Rho) test is .994, which is greater than .05, so we
98
cannot reject the null hypothesis here either. One cannot conclude that there is a
relationship between these two variables.
Promotion
Total Satisfaction
Promotion
Total
Satisfaction
Pearson Correlation
1
Sig. (2-tailed)
N
137
Pearson Correlation
.096
Sig. (2-tailed)
.266
137
99
Promotion
.096
.266
137
1
137
Table 17. Spearmans Rho Correlation of Overall Job Satisfaction and Satisfaction with
Promotion
Spearman's
rho
Total Satisfaction
Total
Satisfaction
1.000
Promotion
.001
.994
N
Correlation
Coefficient
137
.001
137
1.000
Sig. (2-tailed)
.994
137
137
Correlation
Coefficient
Sig. (2-tailed)
Promotion
Null Hypothesis 1.3

No relationship exists between satisfaction with supervision and middle- and
high-school science teachers overall job satisfaction.
satisfaction with supervision. Table 18 shows the Pearson parametric test results. The
significance (2-tailed) is .000 for the Pearson (parametric) test which is less than .05 so
one can reject the null hypothesis that there is no relationship between overall job
satisfaction and satisfaction with supervision. Table 19 describes the significance (2100
tailed) for the nonparametric (Spearmans Rho) test is .000, which is less than .05, so one
can reject the null hypothesis here as well.
The correlation level for the parametric test is .401, and the correlation level for
the non-parametric test is .437. Since a positive correlation can be between 0 and 1, this
shows that there is a moderate, positive relationship between these two variables. Notice
that both tests show that this is significant to the .01 level and not just the .05 level.
Supervision
Total Satisfaction
Total
Satisfaction
Pearson Correlation
1
Sig. (2-tailed)
Supervision
Supervision
.401**
.000
N
Pearson Correlation
Sig. (2-tailed)
137
.401**
137
1
.000
N
137
101
137
Supervision
Spearman's rho Total

Satisfaction
Correlation
Coefficient
Total
Satisfaction
1.000
Supervision
.437**
.000
137
.437**
137
1.000
.000
Sig. (2-tailed)
Supervision
N
Correlation
Coefficient
Sig. (2-tailed)
N
137
137
Null Hypothesis 1.4

No relationship exists between satisfaction with contingent rewards and middleand high-school science teachers overall job satisfaction.
satisfaction with contingent rewards. Table 21 shows the Pearson parametric test. The
satisfaction and satisfaction with contingent rewards. The significance (2-tailed) for the
102
nonparametric (Spearmans Rho) test is .000, which is less than .05, so one can reject the
null hypothesis here as well. Table 21 describes the results of the nonparametric
correlation.
Contingent Rewards
Total Satisfaction
Total
Satisfaction
Pearson Correlation
1
Sig. (2-tailed)
Contingent Rewards
Contingent Rewards
.492**
.000
N
Pearson Correlation
137
.492**
Sig. (2-tailed)
.000
137
103
137
1
137
Contingent Rewards
Spearman's Total
rho
Satisfaction
Total Satisfaction
1.000
Contingent
Rewards
.558**
.000
137
.558**
137
1.000
Sig. (2-tailed)
.000
137
137
Correlation
Coefficient
Sig. (2-tailed)
Contingent
Rewards
N
Correlation
Coefficient
Null Hypothesis 1.5

No relationship exists between satisfaction with operating conditions, and middleand high-school science teachers overall job satisfaction.
satisfaction with operating conditions. Table 22 describes the Pearson parametric test.
The significance (2-tailed) is .000 for the Pearson (parametric) test which is less than .05
so one can reject the null hypothesis that there is no relationship between overall job
satisfaction and satisfaction with operating conditions. The significance (2-tailed) for the
104
null hypothesis here as well. Table 23 describes the nonparametric test results.
Total Satisfaction
Total
Satisfaction
Pearson Correlation
1
Sig. (2-tailed)
.499**
.000
N
Pearson Correlation
Sig. (2-tailed)
137
.499**
137
1
.000
N
137
105
137
Spearman's rho
Total
Satisfaction
Correlation
Coefficient
Sig. (2-tailed)
Operating
Conditions
N
Correlation
Coefficient
Sig. (2-tailed)
N
Total
Satisfaction
1.000
Operating
Conditions
.519**
.000
137
.519**
137
1.000
.000
137
137
Null Hypothesis 1.6

No relationship exists between satisfaction with coworkers and middle- and highschool science teachers overall job satisfaction.
satisfaction with coworkers. Table 24 describes the Pearson parametric test. The
satisfaction and satisfaction with coworkers. The significance (2-tailed) for the
106
null hypothesis here as well. Table 25 describes the results for the nonparametric test.
Coworkers
Total Satisfaction
Total
Satisfaction
Pearson Correlation
1
Sig. (2-tailed)
Coworkers
Coworkers
.443**
.000
N
Pearson Correlation
Sig. (2-tailed)
137
.443**
137
1
.000
N
137
107
137
Table 25. Spearmans Correlation of Overall Job Satisfaction and Satisfaction with
Coworkers
Spearman's rho
Total
Satisfaction
Correlation
Coefficient
Total
Satisfaction
1.000
Coworkers
.421**
.000
137
.421**
137
1.000
.000
137
137
Sig. (2-tailed)
Coworkers
N
Correlation
Coefficient
Sig. (2-tailed)
N
Null Hypothesis 1.7

No relationship exists between satisfaction with nature of work and middle- and
high-school science teachers overall job Satisfaction.
satisfaction with nature of work. Table 26 shows the Pearson, parametric test results. The
significance (2-tailed) is .057 for the Pearson (parametric) test which is greater than .05
so one cannot reject the null hypothesis that there is no relationship between overall job
satisfaction and satisfaction with nature of work. The significance (2-tailed) for the
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nonparametric (Spearmans Rho) test is .478, which is greater than .05, so we cannot
reject the null hypothesis here either. One cannot conclude that there is a relationship
between these two variables. Table 27 describes the results of the nonparametric test.
Table 26. Pearson Correlation of Overall Job Satisfaction and Satisfaction with Nature
of Work
Total
Satisfaction
Total Satisfaction
Pearson Correlation
Sig. (2-tailed)
Nature of Work
.057
N
Pearson Correlation
137
.163
Sig. (2-tailed)
.057
137
109
Nature of
Work
.163
137
1
137
Nature of Work
Spearman's
rho
Total Satisfaction
Total
Satisfaction
1.000
Nature of
Work
.061
.478
N
Correlation
Coefficient
137
.061
137
1.000
Sig. (2-tailed)
.478
137
137
Correlation
Coefficient
Sig. (2-tailed)
Nature of Work
Null Hypothesis 1.8

No relationship exists between satisfaction with communication and middle- and
Table 28 and Table 29 describe the correlation tests between overall job
satisfaction and satisfaction with communication. Table 28 describes the results of the
Pearson parametric test. The significance (2-tailed) is .000 for the Pearson test which is
less than .05 so one can reject the null hypothesis that there is no relationship between
overall job satisfaction and satisfaction with communication. Table 29 describes the
Spearmans nonparametric test results, which show the significance (2-tailed) for the
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null hypothesis here as well.
Communication
Total Satisfaction
Pearson
Correlation
Total
Satisfaction
1
Sig. (2-tailed)
Communication
N
Pearson
Correlation
Communication
.504**
.000
137
.504**
Sig. (2-tailed)
137
1
.000
N
137
111
137
Communication
Spearman's rho Total

Satisfaction
Correlation
Coefficient
Total
Satisfaction
1.000
Communication
.471**
.000
137
.471**
137
1.000
.000
Sig. (2-tailed)
N
Communication Correlation
Coefficient
Sig. (2-tailed)
N
137
137
Null Hypothesis 1.9

No relationship exists between satisfaction with fringe benefits and middle- and
Table 30 and Table 31 describe the correlational tests between overall job
satisfaction and satisfaction with fringe benefits. Table 30 shows the results from the
Pearson parametric test. The significance (2-tailed) is .000 for the Pearson test which is
less than .05 so one can reject the null hypothesis that there is no relationship between
overall job satisfaction and satisfaction with fringe benefits. The significance (2-tailed)
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for the nonparametric (Spearmans Rho) test is .000, which is less than .05, so one can
reject the null hypothesis here as well. Table 31 further describes the nonparametric test
results.
shows that there is a low, positive relationship between these two variables. Notice that
both tests show that this is significant to the .01 level and not just the .05 level.
Table 30. Pearson Correlation of Overall Job Satisfaction and Satisfaction with Fringe
Benefits
Total Satisfaction Pearson Correlation
Total
Satisfaction
1
Sig. (2-tailed)
Fringe Benefits
Fringe Benefits
.366**
.000
N
Pearson Correlation
137
.366**
Sig. (2-tailed)
137
1
.000
N
137
113
137
Fringe Benefits
Spearman's
rho
Total Satisfaction
Correlation
Coefficient
Sig. (2-tailed)
Fringe Benefits
N
Correlation
Coefficient
Sig. (2-tailed)
N
Total
Satisfaction
1.000
Fringe
Benefits
.311**
.000
137
.311**
137
1.000
.000
137
137
Demographics and Job Satisfaction Analysis

Another focus of the study was to determine whether a relationship existed
between the demographic variables of age, gender, level of education, years of teaching
experience in science, and total years of teaching experience, and middle- and highschool science teachers job satisfaction.
To analyze if a relationship existed between demographic variables and middleand high-school science teachers overall job satisfaction, a Chi-Square test was used to
analyze the statistical data. The Chi-Square test was the most appropriate test because this
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test is used to help analyze categorical data such as demographic variables (Field, 2009).
Following is the analysis of the demographic variables in relation to middle- and highschool science teachers overall job satisfaction.
Null Hypothesis 2.1
No relationship exists between age and middle- and high-school science teachers
overall job satisfaction.
A Chi-Square test was performed on the respondent data to determine whether a
relationship existed between respondent age and overall job satisfaction. The
significance level (2-tailed) for the Pearson Chi-Square test is .004, which is less than the
acceptable .05. There is sufficient evidence to conclude that a relationship exists between
age and overall job satisfaction. Table 32 describes the analysis results.
Table 32. Chi-Square Test on Age and Job Satisfaction

Chi-Square Tests
Value
Pearson Chi-Square
299.837a
df
238
Likelihood Ratio
238
216.251
Asymp. Sig (2-sided)

.004
.841
N of Valid Cases
137
a. 280 cells (100.0%) have expected count less than 5. The minimum expected
count is .01.
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Null Hypothesis 2.2

No relationship exists between gender and middle- and high-school science
teachers overall job satisfaction.
relationship existed between respondent gender and overall job satisfaction. The
significance level (2-tailed) for the Pearson Chi-Square test is .248, which is above the
acceptable .05. There is insufficient evidence to conclude that a relationship exists
between gender and overall job satisfaction. Table 33 shows the analysis results.
Table 33. Chi-Square Test on Gender and Job Satisfaction
Pearson Chi-Square
Likelihood Ratio
Chi-Square Tests
Value
df
Asymp. Sig. (2-sided)
a
39.207
34
.248
48.150
34
.055
N of Valid Cases
137
a. 66 cells (94.3%) have expected count less than 5. The minimum expected count
is .26.
Null Hypothesis 2.3

No relationship exists between level of education and middle- and high-school
science teachers overall job satisfaction.
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relationship existed between respondent level of education and overall job satisfaction.
The significance level (2-tailed) for the Pearson Chi-Square test is .798, which is above
the acceptable .05. There is insufficient evidence to conclude that a relationship exists
between overall job satisfaction and ones level of education. Table 34 shows the analysis
results.
Table 34. Chi-Square Test on Level of Education and Job Satisfaction
Pearson Chi-Square
Chi-Square Tests
Value
df
a
89.898
102
Likelihood Ratio
105.909
Linear-by-Linear
Association
4.991

.798
102
.376
.025
N of Valid Cases
137
count is .07.
Null Hypothesis 2.4

No relationship exists between years of teaching science and middle- and highschool science teachers overall job satisfaction.
117

relationship existed between respondent number of years teaching science and overall job
satisfaction. The significance level (2-tailed) for the Pearson Chi-Square test is .010,
which is less than the acceptable .05. The null hypothesis is rejected, and it is concluded
that there is a relationship between the respondents number of years teaching science
and his or her overall job satisfaction. Table 35 shows the analysis results.
Table 35. Chi-Square Test on Years of Teaching Science and Job Satisfaction
Pearson Chi-Square
Chi-Square Tests
Value
df
a
328.822
272
Likelihood Ratio
204.189
Linear-by-Linear
Association
2.920

.010
272
.999
.088
N of Valid Cases
137
count is .01.
Null Hypothesis 2.5

No relationship exists between total years of teaching experience and middle- and
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relationship existed between respondent total number of years teaching and overall job
satisfaction. The significance level (2-tailed) for the Pearson Chi-Square test is .003,
which is less than the acceptable .05. The null hypothesis is rejected, and it is concluded
that there is a relationship between the respondents total number of years teaching and
his or her overall job satisfaction. Table 36 shows the analysis results.
Table 36. Chi-Square Test on Total Years of Teaching Experience and Job Satisfaction
Pearson Chi-Square
Chi-Square Tests
Value
df
a
340.016
272
Likelihood Ratio
225.541
Linear-by-Linear
Association
2.691

.003
272
.982
.101
N of Valid Cases
137
count is .01.
Conclusion
This chapter presented the findings for the study. The Job Satisfaction Survey
results were totaled, and each job satisfaction variable was analyzed and a relationship to
overall job satisfaction investigated. In addition, the data was analyzed through
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descriptive statistics, Chi-Square, Pearson correlation and Spearmans Rho tests. The data
was presented through graphs and charts that displayed the frequency distributions, the
mean, median, and mode. The findings concluded that a moderate positive relationship
exists between a science teachers job satisfaction and the job satisfaction variables of
pay, supervision, contingent rewards, operating conditions, coworkers, and
communication, while a low positive relationship exists with the job satisfaction variable
of fringe benefits. Additionally, a relationship was found to exist between a science
teachers job satisfaction and the demographic variables of age, years of teaching science,
and total years of teaching experience. No relationship was found to exist between a
science teachers job satisfaction and the job satisfaction variables of promotion and
nature of work as well as the demographic variables of gender and level of education.
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CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS

Introduction
Teachers roles have become increasingly more complex with the expansion of
their workload requirements, expectations, and class size. Studies have suggested that
many educators are overburdened and their working conditions may lead to job
dissatisfaction. The reality of the situation is that teacher job dissatisfaction can lead to
attrition and may result in the shortage of school teachers (Ash, 2007; Byrne, 1998;
Georgia Professional Standards Commission, 2001; Ingersoll, 2001; 2003; 2006;
Marshall, 2004). Ingersoll (2001; 2003; 2006) argues that a disproportionate number of
math and science teachers are leaving the profession. Furthermore, the National Science
Foundation (2008) identified factors such as rapid increase in population, low socioeconomic regions, high immigrant population as contributors in shortages of science
teachers (National Science Foundation, 2008, para. 4).
This research focused on investigating which factors affect the job satisfaction of
middle- and high-school science teachers. A survey was sent to middle- and high-school
science teachers. The inquiry investigated two sets of variables: job satisfaction and
demographics.
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The chapter presents a synopsis of the research findings and conclusions. To start,
an introduction briefly summarizing the research study, findings, and conclusions. To
follow will be a discussion of implications for action, and recommendations for further
research.
Summary of the Study

The objective of the study was to investigate the factors that affect the job
satisfaction of middle- and high-school science teachers. The variables were job
satisfaction and demographics. A correlation between each of the variables was
investigated to determine if a relationship existed with science teachers and their overall
job satisfaction. The job satisfaction variables were pay, promotion, supervision,
contingent rewards, operating conditions, coworkers, nature of work, communication,
and fringe benefits. The demographic variables were age, gender, level of education,
years of teaching science, and total years of teaching experience.
A survey was sent to 436 middle- and high-school science teachers. The survey
included Paul Spectors Job Satisfaction Survey (1994) and demographic data questions.
A total of 137 valid surveys were completed and analyzed by a series of statistical
analysis tests on the variables. These tests included descriptive statistics, frequency
distributions, histograms, standard deviations, Pearsons correlation, and Chi Square
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tests. The research questions along with their corresponding hypotheses were then
compared and analyzed with the test results.
Overview of the Problem
Teacher shortage, retention, and attrition have been attributed to many reasons.
Relocation, pregnancies, promotion to retirement, and job dissatisfaction are some of the
leading justifications (Ingersoll, 2000; 2003; 2006; Ingersoll & Smith, 2003). Many
school districts have difficulties retaining quality teachers. Ingersoll (2000; 2003; 2006)
pointed to teacher job dissatisfaction as the greatest contributing factor to the scarcity of
highly qualified teachers, specifically in the fields of math and science.
Admittedly, teaching is a stressful career (Bureau of Labor Statistics, 2007).
Many people become teachers knowing that it is a challenging profession. According to
Loeb, Elfers, Knapp and Plecki (2004), many teachers find satisfaction in knowing that
they selected a demanding career in which they make a difference in their students lives.
McCabe (2001) confirmed that despite certain challenges with higher class sizes, lack of
student discipline, low salary, as well as decreasing resources, a teacher could find joy
out of the obstacles he or she might encounter with his or her job. According to Ingersoll
(2000, 2003, 2006), school systems need to improve not only their hiring, but also their
retention strategies in order to keep teachers and avoid the revolving door of exiting
educators in key subjects like science (p. 1; p. 3; p. 203).
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Job satisfaction as reported by Mayo (1930), Maslow (as cited in Huitt, 2001),
and Herzberg (as cited in Leach & Westwood, 2000) influences a workers overall
output, resulting in higher profits or lower profits for employers. In education, the
profits relate to student achievement. The U.S. Department of Educations (1999)
report on reducing class size stated that improving conditions for teachers increases
student achievement.
This study noted the relation certain factors have with the job satisfaction of
middle- and high-school science teachers. The studys findings would be beneficial to
schools, and school systems to help in the hiring and retention of qualified science
teachers as it would be helpful in identifying which factors need to be explored in order
to help improve science teachers job satisfaction.
Summary of the Findings and Conclusions

Research Question 1
Following is a discussion of the findings and conclusions for each job satisfaction
variable:
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Pay
The study found that a moderate positive relationship exists between middle- and
high-school science teachers job satisfaction and the job satisfaction variable of pay.
Both the Pearson and Spearmans Rho tests show that this correlation is significant to the
.01 level and not just the .05 level. The correlation level for the parametric test is .585,
and the correlation level for the non-parametric test is .556.
Divergent views exist on how salary relates to job satisfaction. One view, asserts
pay does affect a teachers job satisfaction (Ingersoll, 2001; Ingersoll, 2004; Ingersoll,
2006; Ingersoll & Smith, 2003; Metz, 2008). However, another view suggests teachers
do not view salary and pay as possible factors that affect job satisfaction (See, 2004;
Viadero, 2008). Metz (2008) reported that teachers do not necessarily want to become
rich, but they do want fair pay. Yet, this studys findings present the case that pay and the
overall job satisfaction of science teachers are related. Perhaps, as suggested by Metz
(2008), making salaries more competitive with other professions would assist school
districts with retaining science teachers as they might feel more appreciated therefore
more satisfied.
Supervision
The findings indicate that a moderate positive relationship exists between middleand high-school science teachers job satisfaction and the job satisfaction variable of
supervision. The correlation level for the parametric test is .401, and the correlation level
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for the non-parametric test is .437. Since a positive correlation can be between 0 and 1,
both the Pearson and the Spearmans Rho tests show that this is significant to the .01
level and not just the .05 level.
These findings coincide with numerous studies whose research showed
relationships between supervisor support and job satisfaction (Bradley, 2007; Byrne,
1998; GPSC, 2001; Mihans, 2009; Viadero, 2008). As a result, a positive administrative
support within schools should be emphasized in order to foster positive job satisfaction
among science teachers.
Contingent Rewards
The study found a moderate positive relationship exists between middle- and
high-school science teachers job satisfaction and the job satisfaction variable of
contingent rewards. The correlation level for the parametric test is .492, and the
correlation level for the non-parametric test is .558. Since a positive correlation can be
between 0 and 1, this shows that there is a moderate, positive relationship between these
two variables. The Pearson Correlation and the Spearmans Rho tests show that this is
significant to the .01 level and not just the .05 level.
According to Spector (1985; 2007), workers must feel recognized and appreciated
to experience job satisfaction. Many studies argue that teachers feel underappreciated
(Black 2003; Byrne, 1998; Kopkowski, 2008; Tye & OBrien, 2002). The findings of this
126
study suggest that science teachers do feel hard work and dedication should be
recognized.
The results revealed a moderate positive relationship exists between middle- and
operating conditions. The correlation level for the parametric test is .499, and the
correlation level for the non-parametric test is .519. Since a positive correlation can be
between 0 and 1, both the Pearson and the Spearmans Rho tests show that this is
significant to the .01 level and not just the .05 level.
The findings concur with other studies in which it was found that stressful
working conditions lead to burnout (Gawel, 1997; GPSC, 2001; Loeb et al., 2004; Naylor
& Schaefer, 2002). The GPSC (2001) reported working conditions must be addressed
starting with reducing paperwork overload, and non-teaching duties. If science teachers
stress, workload, and paperwork is reduced this may increase their job satisfaction
making a more productive educator.
Coworkers
Findings concluded a moderate positive relationship exists between middle- and
coworkers. The correlation level for the parametric test is .443, and the correlation level
for the non-parametric test is .421. Since a positive correlation can be between 0 and 1,
127
both the Pearson correlation and the Spearmans Rho tests show that this is significant to
the .01 level and not just the .05 level.
An environment where lack of collaboration and a negative atmosphere exist can
create stress and burnout. Viadero (2008) suggested that positive collaboration between
teachers keeps them motivated and less isolated. Furthermore, it is important for
administrators to recognize the need to foster and promote collaborative environments in
which science teachers can prosper.
Communication
Results showed a moderate positive relationship between middle- and high-school
science teachers job satisfaction and the job satisfaction variable of communication. The
correlation level for the parametric test is .504, and the correlation level for the nonparametric test is .471. Since a positive correlation can be between 0 and 1, this shows
that there is a moderate, positive relationship between these two variables. Both tests
show that this is significant to the .01 level and not just the .05 level.
The data revealed science teachers do consider communication an important
factor in their overall job satisfaction. Schools and administrators must find better ways
to communicate by giving clear directions as to what is expected of teachers roles.
Teachers should be able to teach and all other secondary roles not related to planning and
instruction delivery should be reduced if not eliminated. As Billingsley and Cross (1992)
noted, unclear expectations lead to stress which deters from quality teaching.
128
Fringe Benefits
The studys findings showed a low positive relationship existed between middleand high-school science teachers job satisfaction and the job satisfaction variable of
fringe benefits. The correlation level for the parametric test is .366, and the correlation
level for the non-parametric test is .311. Since a positive correlation can be between 0
and 1, this shows that there is a low, positive relationship between these two variables.
Pearson and Moomaw (2006) cautioned that absence of fringe benefits can lead to
dissatisfaction. The offering of fringe benefits like health insurance, dental insurance, and
sick leave seems to have a low positive relationship with science teachers; the presence of
these benefits still may affect job satisfaction.
Nature of Work
The study found no relationship exists between middle- and high-school science
teachers job satisfaction and the job satisfaction variable of nature of work. The
correlation level for the parametric test is .057, and the correlation level for the nonparametric test is .478. The significance (2-tailed) is for the Pearson test which is greater
than .05 so one cannot reject the null hypothesis that there is no relationship between
overall job satisfaction and satisfaction with nature of work. The significance (2-tailed)
for the nonparametric (Spearmans Rho) test is greater than .05, so we cannot reject the
null hypothesis here either. One cannot conclude that there is a relationship between these
two variables.
129
Spector (2007) defined nature of work as measurable by the level of enthusiasm

one brought into ones job position. Levine (2008) and Keller (2007) emphasized quality
teachers were those who put in the time and expertise along with care of their students.
Furthermore, McCabe (2001) wrote teachers join the profession knowing that it is one of
the most challenging careers. The nature of work does not show a relationship with the
job satisfaction of middle- and high-school science teachers. These findings may have to
do with the fact that those potential teachers who enter the field decide to become
teachers in order to be challenged rather than to follow other career paths that may appear
to be less appealing and unchallenging. Teaching goes beyond a routine 9-5 job. Besides
working on classroom lectures, lesson plans, and grading, teachers also act as mentors,
disciplinarians, after-school tutors, field trip chaperones, etc (Bureau of Labor Statistics,
2006; McCabe, 2001).
Promotion
No relationship was found to exist between middle- and high-school science
teachers job satisfaction and the job satisfaction variable of promotion. The significance
(2-tailed) is .266 for the Pearson correlation test which is greater than .05 so one cannot
reject the null hypothesis that there is no relationship between overall job satisfaction and
satisfaction with promotion. Likewise, the significance (2-tailed) for the Spearmans Rho
test is .994, which is greater than .05, so we cannot reject the null hypothesis here either.
One cannot conclude that there is a relationship between these two variables.
130
Similar to the findings for nature of work, these findings most likely are due to the
fact that teachers join the profession to teach and not necessarily to be promoted. Both
See (2004) and McCabe (2001) reports concurred with the studys findings. Both authors
stated teachers are in the profession to share their knowledge and love of learning. This
correlation most likely applies to science teacher as well since the data results showed no
relationship between their job satisfaction and promotion.
Research Question 2
of education, years of teaching science, and total years of teaching experience and
middle- and high-school science teachers job satisfaction?
Following is a discussion of the findings and conclusions for each demographic
variable:
Age
The studys results indicate a relationship was found to exist between middle- and
high-school science teachers job satisfaction and the demographic variable of age. The
significance level (2-tailed) for the Pearson Chi-Square test is .004, which is less than the
acceptable .05. Therefore, there is sufficient evidence to conclude that a relationship
exists between age and overall job satisfaction.
131
The findings coincide with Ingersoll (2001) statement that younger teachers exit
in larger numbers than older teachers. As a result, based on the data findings, the older
the science teacher is the more satisfied he or she is with his or her job.
Years of Teaching Science
Findings show a relationship was found to exist between middle- and high-school
science teachers job satisfaction and the demographic variable of years of teaching
science. The significance level (2-tailed) for the Pearson Chi-Square test is .010, which is
less than the acceptable .05. The null hypothesis is rejected, and it is concluded that there
is a relationship between the respondents number of years teaching science and his or
her overall job satisfaction.
These findings coincide with studies done by Ingersoll (2004; 2006) stating that
science teachers along with math teachers make up the highest percentage of turnover
and attrition among teachers. The attrition rate Ingersoll (2004; 2006) stated was
attributed to dissatisfaction. In addition, Magrubang (2005) further added that job
satisfaction determines how districts lower attrition rates and keep quality teachers. The
results of this study clearly show that science teachers job satisfaction does relate to the
number of years teaching science, suggesting that the more experience a science teacher
gains, the more satisfied the science teacher is.
132
Total Years of Teaching Experience

The findings demonstrate a relationship was found to exist between middle- and
high-school science teachers job satisfaction and the demographic variable of total years
of teaching experience. The significance level (2-tailed) for the Pearson Chi-Square test
is .003, which is less than the acceptable .05. The null hypothesis is rejected, and it is
concluded that there is a relationship between the respondents total number of years
teaching and his or her overall job satisfaction.
Several studies by Byrne (1998), Keller (2007), Ingersoll (2000), Portner (2005)
discuss how experienced teachers are more resilient when dealing with the stresses of the
job. Furthermore, many studies point to the vulnerability of first-year teachers with the
prospect of an early exit to the profession (Byrne, 1998; Ingersoll, 2000; Liu, 2007;
Plecki, Elfers, & Knapp, 2006; Portner, 2005). As a result, more experienced science
teachers are more satisfied with their jobs. The study results supports the need to create
programs where school districts foster and support experienced science teachers rather
than as stated by Portner (2005) repeating a pattern of recruiting and hiring new teachers
who in turn have a higher likelihood of leaving.
Gender
Though a relationship was found to exist among middle- and high-school science
teachers overall job satisfaction and the demographic variables of age, experience
teaching science, and total years of teaching experience, the results of the study found
133
insufficient evidence to conclude a relationship exists between middle- and high-school

science teachers job satisfaction and the demographic variable of gender. The
acceptable .05. Therefore, there is insufficient evidence to conclude that a relationship
exists between gender and overall job satisfaction.
Teaching is considered a high turnover profession (Ingersoll, 2000). Women
outnumber men in teaching positions (Ingersoll, 2000; Liu, 2007). In this study, women
science teacher participants also outnumbered male science teacher participants. Would
gender have any relation to job satisfaction? The results of the study did not show
sufficient evidence to show that a relationship exists among gender and science teachers
overall job satisfaction. These findings do coincide with other studies that have also
found insufficient evidence that there is a relation between gender and teachers job
satisfaction (Bolin, 2007; Pearson, 2008; Zhang (2007). Based on these findings, gender
could possibly be ruled out when considering the job satisfaction of science teachers.
However, Bolin (2007) and Zhang (2007) attribute this lack of correlation possibly to the
fact that women tend to take more nurturing careers like teaching while the few male
teachers in the profession hold more supervisory positions; hence both groups may be
satisfied with their jobs due to the nature of their work.
134
Level of Education
In addition to the demographic variable of gender, the research showed there was
insufficient evidence to conclude a relationship exists between middle- and high-school
science teachers job satisfaction and the demographic variable of level of education. The
acceptable .05. Therefore, there is insufficient evidence to conclude that a relationship
exists between overall job satisfaction and ones level of education.
Studies suggest that increasing and encouraging teachers level of education could
benefit teachers and perhaps their level of job satisfaction (Fuming & Jiliang, 2007; Ma
& MacMillan, 2001). Other studies coincide with the findings in which not enough
information has proven that level of education is related to job satisfaction (Billingsley &
Cross, 1992; Perriachione, Petersen, & Roser, 2008; Singh & Billingsley, 1998). Science
teachers overall job satisfaction showed no relationship with level of education, which
means that perhaps when studying ways to improve the level of job satisfaction a higher
degree may not need to be considered.
Implications for Action

The results of this study indicated that relationship between middle- and highschool science teachers overall job satisfaction and the job satisfaction variables of pay,
supervision, contingent rewards, operating conditions, coworkers, and communication,
135
while a low positive relationship existed with the job satisfaction variable of fringe
benefits. Likewise, a relationship was found to exist between middle- and high-school
science teachers overall job satisfaction and the demographic variables of age, years of
teaching science, and total years of teaching experience.
The studys findings would be beneficial to schools, and school systems to help in
the hiring and retention of qualified science teachers as it identifies which factors need to
be explored in order to help improve science teachers job satisfaction.
Moreover, the information gathered from the study may help districts address how
teacher job satisfaction may affect issues of teacher attrition, retention, and recruitment.
Works by Ingersoll (2001; 2003,;2006), GPSC (2001), and Cavanagh (2008) have
discussed how many school districts are having trouble both recruiting and keeping
science teachers, and it would be beneficial to find out from the current science teachers
point of view which factors affect their job satisfaction. If applicable, the information
could allow the district to investigate means of improving levels of job satisfaction
among its science teachers. The possible benefits gained by the school systems would be
knowledge on what factors equal success for their science teachers and that knowledge
could be shared statewide and nationwide, including further expanding to all other
teachers within the district, the state, and the nation.
136
Recommendations for Further Research

Although this study has highlighted factors that affect the job satisfaction of
middle- and high-school science teachers, further research in this topic is recommended.
Four recommendations can be made for further research:
First, further research is recommended by conducting the same study, but with a
larger sample of participants. A larger pool of participants may help achieve statistically
significant results as the reliability and validity of the study would be further cemented.
Second, conducting a qualitative study portion of this research would help further
explore the why of job satisfaction and dissatisfaction among the science teacher
participants.
Third, investigating if there are job satisfaction differences among middle and
high science teachers would benefit further exploration of the variables and investigating
if the different grade levels show different levels of job satisfaction.
Teaching science falls under different subjects within the content area: earth
science, life science, physical science, biology, chemistry to name a few. A fourth
recommendation would be to investigate if content area has any relation to job
satisfaction.
137
Conclusion
This study showed a moderate positive relationship exists between a science
teachers job satisfaction and the job satisfaction variables of pay, supervision, contingent
rewards, operating conditions, coworkers, and communication, while a low positive
relationship exists with the job satisfaction variable of fringe benefits. Additionally, a
relationship was found to exist between a science teachers job satisfaction and the
demographic variables of age, years of teaching science, and total years of teaching
experience. No relationship was found to exist between a science teachers job
satisfaction and the job satisfaction variables of promotion and nature of work as well as
the demographic variables of gender and level of education.
Since many school districts have difficulties retaining and keeping quality teachers. The
studys findings would be beneficial to schools, and school systems to help in the hiring
and retention of qualified science teachers as it identifies which factors need to be
explored in order to help improve science teachers job satisfaction.
138
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SCIENCE TEACHERS: FACTORS THAT AFFECT JOB SATISFACTION

A Dissertation Presented in Partial Fulfillment

UMI Number: 3460037

All rights reserved

Tania T. Armer, 2011

Introduction to the Problem

Background of the Study

Statement of the Problem

Purpose of the Study

Research Questions and Hypotheses

Nature of the Study

Significance of the Study

Assumptions and Limitations

Organization of the Remainder of the Study

CHAPTER 2. LITERATURE REVIEW

Teacher Job Satisfaction

Factors that May Affect Teacher Job Satisfaction

Burnout, Teacher Turnover, and Shortage

Job Satisfaction Survey

Restatement of the Purpose

Research Questions and Hypotheses

Administration and Data Collection

CHAPTER 4. DATA COLLECTION AND ANALYSIS

Research Questions and Hypotheses

Descriptive Statistics of Demographics

Job Satisfaction Survey Results

Job Satisfaction Analysis

Demographics and Job Satisfaction Analysis

CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Study

Summary of the Findings and Conclusions

Implications for Action

Recommendations for Future Research

Table 2. Average Age of Respondents

Table 3. Total Years of Teaching Experience

Table 4. Total Job Satisfaction Statistics

Table 5. Pay Results

Table 6. Promotion Results

Table 7. Supervision Results

Table 8. Fringe Benefits Results

Table 9. Contingent Rewards Results

Table 10. Operating Conditions Results

Table 11. Coworkers Results

Table 12. Nature of Work Results

Table 13. Communication Results

Table 15. Spearmans Correlation Overall Job Satisfaction and Pay

Table 25. Spearmans Correlation of Overall Job Satisfaction and Satisfaction

Table 27. Spearmans Correlation of Overall Job Satisfaction and Satisfaction

Table 29. Spearmans Correlation of Overall Job Satisfaction and Satisfaction

Table 31. Spearmans Correlation of Overall Job Satisfaction and Satisfaction

Table 32. Chi-Square Test on Age and Job Satisfaction

Table 33. Chi-Square Test on Gender and Job Satisfaction

Table 34. Chi-Square Test on Level of Education and Job Satisfaction

Figure 2. Years of teaching science

Figure 3. Highest level of education

Introduction to the Problem

Background of the Study

Statement of the Problem

Purpose of the Study

determine whether a relationship exists between middle- and high-school science

Rationale of the Study

Research Questions and Hypotheses