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The study examined the relationship between Catholic school teachers' motivation and job satisfaction. The data came from a survey of 716 teachers in three dioceses (Atlanta, Biloxi, and Cheyenne). The school's academic philosophy and its environment were important predictors of the teachers' satisfaction with their sense of efficacy regarding their work with students and their relationships with administrators and other teachers. The motivation to teach in the school because it was a Catholic school was an important predictor of the teachers' satisfaction with the school. The results of the study confirm that the importance of a religious factor as an important motivator for teachers choosing to teach in Catholic schools and an important predictor of their job satisfaction. (Contains 9 tables and 1 footnote.).
Contents: Job Satisfaction of Teacher Educators: The Problem and its Significance, Review of Related Literature, Research Method and Procedure, Results and Discussions, Summary, Conclusions and Recommendations.
This study explored the extent to which teacher job satisfaction varied by teacher age, gender, teaching experience, student interaction, administrative support, and school climate. In total, 36 teachers participated in the study across two Catholic schools. Results were collected through surveys and individual interviews. Descriptive statistics, independent samples t test, one-way ANOVAs, and multiple regressions were used to analyze significance. The results showed no significance between teacher gender, age, or years of teaching experience on job satisfaction. Student interaction displayed a moderate and significant relationship with teacher job satisfaction. The relationship between administrative support and teacher job satisfaction was moderate and significant. School climate and teacher job satisfaction was found to have a strong and significant relationship.