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• W45512917 abstract "Rural Teacher Satisfaction: An Analysis of Beliefs and Attitudes of Rural Teachers' Job Satisfaction This study analyzed teachers' beliefs and attitudes affecting job satisfaction in one small, rural Florida school district. This mixed methods study included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction and individual semi-structured interviews and focus groups. Several issues related to dissatisfaction surfaced not presented in previous studies. Teachers often found themselves frustrated at work because of conflicting expectations concerning their professional and social roles within the community and perceived that peers or coalitions within the schools possessed undue influence and power. Of most concern to participants was the perception of being unappreciated. This perception was influenced by the collective bargaining process and promoted the perception of a lack of respect and an unhealthy competition between homegrown and transplanted faculty. Addressing these perceptions afford rural administrators an opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate. There is general consensus that rural schools exist in a unique environment as compared to the balance of other types of schools in public education (Anschutz, 1987; Arnold, 2005; Belsie, 2003). Rural schools operate under the same laws and with comparable expectations and goals as their urban and suburban counterparts, but without the quantity or quality of support and resources available from a school's central organization or the local community. Ultimately, it remains a rural school district's responsibility to provide a quality and appropriate education to the youth of their community. To accomplish this, teachers and administrators are the main vehicles who set the climate, offer encouragement, and deliver the curricula that students require in pursuit of successfully meeting the expectations set by state and federal legislation regardless of the functioning condition of the district. Consistently, the most valuable and accessible resources located within a rural school district are the teaching staff. Despite having teachers as an easily available resource, schools often do not take advantage of teachers as a resource at the levels desired or expected by the teachers themselves. Most teachers are interested in being active participants in the processes of significant school based decisions, such as those dealing with professional development, curriculum, and the general procedures associated with schooling. Commitment and enthusiasm, both of which are fundamental components of job satisfaction, are compromised when teachers perceive that their experience, talents, and expertise are dismissed, ignored, or underutilized. Several published studies have indicated that motivation and job satisfaction have been accepted as bonafied conditions that affect one's performance on the job. Cano and Miller (1992) recognized that there is a strong relationship between commitment and job satisfaction. They observed that employees' feelings of job satisfaction directly affected the effort they put into their work and their decisions of whether they would or would not attend their scheduled shifts or quit their jobs. Although job satisfaction has been extensively studied in business and industry, little research has focused on attitudes and beliefs related to job satisfaction and teachers (Quaglia & Marion, 1991; Brunetti, 2001). Collins (1999) and Jimerson (2003) each noted in their writings on rural education that not only was research on job satisfaction incomplete within the education profession, it was noticeably absent in the area of rural schools. More than two decades have passed since the release of A Nation at Risk. From the time this report was published, rhetoric has continued regarding educational reform, accountability, and more importantly, the subject of attracting and retaining highly qualified teachers. …" @default.
• W45512917 created "2016-06-24" @default.
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• W45512917 date "2008-01-01" @default.
• W45512917 modified "2023-09-26" @default.
• W45512917 title "Edward W. Chance Dissertation Award for Doctoral Research in Rural Education" @default.
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