Teacher Evaluation Practices And Teacher Job Satisfaction

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Author: Victoria Mechelle Hughes

Adviser: Sandy Hutchinson

Educational Leadership and Policy Analysis, EdD
FS 2006

 

Public Abstract: Determining teacher quality has become a critical focus for public school administrators. Recruitment and retention of quality teachers is not only beneficial for continual student achievement but cost effective for school districts. This qualitative study was conducted administering survey and questionnaire instruments to all certificated teachers in a rural, mid-size school district located in the mid-west. The purpose of this study was to determine the relationship between teacher evaluation practices and teacher job satisfaction as measured by the Teacher Evaluation Profile and one subscale of the Teacher Job Satisfaction Questionnaire. The data from both instruments were analyzed using the Pearson product-moment. Demographic data pertaining to gender, years of teaching experience, and teaching assignment grade level were collected and were used as predictors for multiple regression analyses. A statistically significant correlation was found between one subscale of the Teacher Evaluation Profile and one subscale of the Teacher Job Satisfaction Questionnaire. The knowledge base regarding teacher job satisfaction is enhanced.