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:EERCEIVED ORGANIZATIONAL AND PERSONAL 
FACTORS REIATED TO JOB SATISFACTION 
IN PUBLIC SCHOOL TEACHERS 
by 
Joan Moir ?D-? odge 
Dissertation submitted to the Faculty of the Graduate School 
of the University of Maryland in partial fulfillment 
of the requirerrents for the degree of 
Doctor of Philosophy 
1982 
a o< 
... 
APPROVAL SHEET 
Title of Dissertation: Perceived Organizational and Personal 
Factors Related to Job Satisfaction in 
Public School Teachers 
Name of Candidate: Joan Moir Dodge 
Doctor of Philosophy, 198 2 
Dissertation and 
Abstract Approval: 
Dr. Frank Milhollan, Ph.D. 
Associate Professor 
Institute for Child Study 
College of Education 
University of Maryland 
Date Approved: 
... 
ABSTRACT 
Title of Dissertation: Perceived Organizational and Personal Factors 
Related to Job Satisfaction in Public School 
Teachers 
Joan Moir Dodge, Doctor of Philosophy, 1982 
Dissertation directed by: Dr. Frank Milhollan 
Associate Professor 
Institute for Child Study 
University of Maryland 
Teaching has always been a demanding occupation; and yet, in the 
last few years, there has been increasing evidence that teachers are 
expressing greater feelings of anxiety, frustration and dissatisfaction 
with their jobs. While there appears much popular interest in the area of 
teacher stress and job dissatisfaction, generally there has been little 
research attention. More specifically, there has been little empirical 
assessment using a multivariate model which examines the interaction of 
organizational and personal variables related to job satisfaction in a 
teacher population. 
It is the purpose of this study to examine both perceived 
organizational factors and personal factors and to detennine how variation 
in these factors leads to variation in job satisfaction in teachers. Based 
on a multivariate model, the following two questions were addressed: 
1. Does participation in decision-making, teaching anxiety, social 
support in schools {perceived organizational factors) as well as 
job involvement, years of teaching experience, age and sex 
(personal factors) affect job satisfaction in public schoo l 
teachers? 
2. Are perceived organizational or personal factors more influential 
in affecting job satisfaction in teachers? 
The study sample consisted of two htmdred public school teachers 
with 69% of them being classroom teachers who responded to a questionnaire. 
Results were analyzed using simultaneQ.ls multiple regression for question 
one and a hierarchical multiple regression analysis for question two. 
Findings showed that 35% of the variance of job satisfaction could be 
explained by these seven variables. The four variables of emotional 
support, participation in decision-making, teaching anxiety, and age, 
yielded significant contributions to job satisfaction.. Using a 
hierarchical method to detennine the unique contribution of organization 
versus personal factors to job satisfaction, results indicated that 
organizational factors accrunt for 33% of the variance in job satisfaction 
while personal variables accotmted for 2% of the variation. In general, 
these findings suggested that perceived organizational factors were much 
nore important to ~he public school teachers' feelings of satisfaction with 
their jobs than personal factors were. 
?.,it I  
These findings were discussed in terms of implications related to 
helping school administrators focus on mental health issues of teachers as 
well as the importance of organizational environment to job satisfaction. 
DEDICATION 
To my husband, Douglas, and my children, Elisabeth and ~? 
I 
Brian, who provide me with both creative tension and love, I  I I 
dedicate this work. 
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ACKNCMLEDGEMENTS 
It is only after the completion of a research project that one 
beccmes fully aware of the many people who contributed supp:,rt both 
eirotionally and financially to such an effort. 
First, my sincerest thanks to my advisor and chairman of my 
dissertation canmittee, Dr. Frank Milhollan, for his willingness to pursue 
ideas and advise me thraighout the long years of study. Many thanks to the 
members of my canmittee -- Dr. Nancy Colletta, Dr. Harry Green, Dr. Jean 
Hebeler, and Dr. Robert Huebner -- for each of their unique contributions 
to my research. A special thanks to Dr. Hebeler who willingly agreed to 
advise on my ccmmittee in the middle of the project as well as my deepest 
appreciation to Dr. Mary Lyn Bourque for her advice and supp:,rt during the 
early stages before her departure fran the University. 
To Dr. David Eberly of MCEA for allowing .me the opp:,rtunity to survey ? 
a sample of teachers in the Association as well as his encairagement and 
the cooperation of his staff, my warmest regards and thanks. 
To my church, The Seekers Community of the Church of the Saviour, who 
provided me with both spiritual and financial SUpfX)rt as did my parents, 
Dr. and Mrs. Walter Moir. 
A number of individuals also assisted by giving advice, listening 
creatively or helping me to organize my ideas. These individuals included: 
Hollis Vail with his expert advice on computers, Dr. Nicholas Long for 
numerais encairagernent of ideas and process, Joanne Kent for her typing 
ease, and my husband, Douglas, for his endurance. 
Lastly, my thanks and appreciation to the many teachers who were 
willing to participate in my study by their resfX)nses to interviews and 
questionnaires. 
i v 
LIST OF TABLES 
Table 
Frequencies for Major Job Resp:,nsibili ty 42 
2 Frequencies for Distribution of Years in the County 43 
3 Factor Matrix for SEA Instrument .??? 53 
4 Means, Standard Deviation and Score Ranges for 
Dependent Variables of Minnesota Satisfaction 
Questionnaire - Short Fonn ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 61 
5 Means, Standard Deviation and Score Ranges for 
Independent Variables ? ? ? ? ? ? ? ? ?? ? 62 
6 Means, Standard Deviation and Score Ranges for Subscores and 
Total Score on Emotional Supp:,rt in Schools (SEA) ? 63 
7 Standardized Regression Coefficients and F Ratios in 
Simultaneous Multiple Regression Analysis for 
Independent Variables . . . . . . . . . . . . . ? ? 65 
8 Summary Table for Changes in R2 and F Ratios for Stepwise 
Regression Analysis ? ? ? ? ? ? ? ? . ? ? ?? 67 
9 R2 and F Values for Hierarchical Regression Analysis on 
Personal and Organizational Variables ? ? ? ? ? ? ? ? ? ? 69 
TABLE OF CONTENTS 
Chapter 
DEDICATION i 
ACKN&LEDG:MENTS ii 
LIST OF TABLES iii 
r. INTROD tx::TION ? 1 
Im_p'.)rtance of the Study. 8 
Assumptions ? 8 ~ 
Stateirent of the Problem 9 ~l ,1 
Definition of Terms 9 
Limitations of the Study 1 0 
Significance pf the Study. 1 1 
Summary ? 1 2 
II. LITERATURE REVIEW 13 
_, 
Job Satisfaction 13 ?' 
Teacher Job Satisfaction 17 
Job Anxiety ? 20 
Social/Emotional Sup_p'.)rt 23 
Participation in Decision-making 28 
Job Involvement ? 31 
Relationship of Job Longevity to Job Satisfaction ? 35 
Relationship of Sex Differences to Job Satisfaction. 36 
Summary 38 
? 
v. 
Chapter 
III. METHODOLOGY 39 
Sample 39 
Instrurrentation 41 
Minnesota satisfaction Questionnaire 44 
Index for Participation in De c ision- making 46 
Teaching Anxiety Scale 46 
Job Involverrent Scale, 47 
Perceived Errotional Supp:>rt in Schools (SEA) 48 
Personal Data Form 55 
Administration of Questionnaire Form ? 55 
Research Design ? ? 56 
Method of Analysis 57 
IV, RESULTS . . . . . . . . . . . . . . . . . . ? 59 
Means and Standard Deviation for Variables ? ? 59 
Question One 60 
Stepwise Multiple Regression Analysis 64 
Question 'Iwo 66 
Interitern Correlations of SEA Questions with 
Satisfaction Questions ? ? ? , ? 7 0 
V, COl'CLIBIONS, DISCUSSION, AND IMPLICATIONS , ???? , , ? 72 
Conclusions and Discussions , , . , , , , , , , , , , , 72 
Limitations ? ? ? ? ? ? ? ? ? ? ? ? 7 5 
Implications for Practice ? ? ? ??? , , , , , . , , ? 76 
Implications for Further Research ? ? ? , , , , , , , , 79 
APPENDIX A: INTERVIEW SCHEDULE FOR TEACHERS 
AP:EENDIX B: COVER LETTER FOR STUDY 
AP:EENDIX C: INSTRUMENTS COMPRISING STUDY QUESTIONNAIRE 
AP:EENDIX D: CORREIATION MATRIX OF VARIABLES 
REFEREN:ES 
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1 
CHAPI'ER I 
INTRO DU:: T ION 
Teaching has always been a demanding occupation; and yet, in the last 
few years, teachers have expresed increased feelings of frustration, 
anxiety, exhaustion, job dissatisfaction, and intention to leave the 
profession (Serrin, 1979: Kyriacoo & Sutcliffe, 1978: Cichon & Koff, 
1980). In May 1980, the National Educational Association surveyed 1,738 
public school teachers across the United States. Results fran this study 
indicated that 35% of all public school teachers were dissatisfied with 
their current jobs and 41% reported that they would probably not becane 
teachers if they could start over again (NEA Nationwide Teacher Opinion 
Poll). A number of studies within state and local educational systems 
reveal the same national trend. Sparks (1979) reporting from a Michigan 
school district stated that 46% of the teachers in his sample were 
dissatisfied with their jobs and would not choose teaching as a career 
again. The Georgia Professional Standards Canmission stated in a report 
that two out of three teachers leave their jobs after a short period of 
time as a result of stress and dissatisfaction with work, Data fran the 
State of Maryland indicated that in 1976, 16% of teachers who left 
employment expressed dissatisfaction as the primacy reason for leaving, 
while that figure rose to 22% in 1978 (Staff Data System of Maryland State 
Department of Education). It seems evident, then, that on the national, 
state, and local levels, teachers are expressing their general 
dissatisfaction with their jobs and are also reporting an increased 
intention to leave the profession entirely if they had the opportunity. 
2 
In defining the tenn, job satisfaction, Locke (1976, p. 1,300) stated 
that it is a "a pleasurable or positive emotional state resulting from the 
appraisal of one's job or job experiences." The autoor goes on to say that 
the causes of job satisfaction are not in the job nor in the man, but are 
in the relationship between them. Thus, the prediction of job satisfaction 
requires an interactive approach (Locke, 1969, p. 319). Pervin (1968) also 
suggested that occupational satisfaction resulted fran an interaction of 
personality and environmental variables. O'Reilly and Roberts (1975) point 
out that generally research and theory related to job satisfaction have 
focused either on the relationship between individual personality traits 
and satisfaction or on organizational structure and satisfaction. The 
intent of their study was to include both individual differences as well as 
organizational differences as these relate to job satisfaction. Results 
fran two recent studies which have focused attention on both individual and 
organizational variables (Hennan, Dunham, & Hulin, 1975; O'Reilly & 
Roberts, 1975) have found that the situational variables are rrore 
influential than individual ones in predicting job satisfaction. 
Contradicting these findings, however, Bartol (1979) in a study of 
professionals found that for this group, individual orientation variables 
were rrore important than organizational factors in predicting satisfaction 
with work itself. 
The studies on job satisfaction in teachers have also generally 
either focused on examining a variety of organizational factors related to 
job satisfaction or on the personal factors. For instance, Carpenter 
(1971 ) looked at fonnal organizational factors and perceived job 
satisfaction. Results indicated that teachers in flat organizations 
3 
characterized by less bureacracy perceived higher job satisfaction than 
teachers in medium or tall bureaucratic structures. Mi.skel (1979) also 
looked at organizational processes and structures finding that high 
formalizaiton of general rules and low centralization on decision-making 
were significant predictors of teachers satisfaction with the work 
dimension of their job. While research on personal factors of teachers 
related to job satisfaction has been considerably less than those on 
organizational variables, there have been studies that examine specific 
personal variables. These variables include such dimensions as years of 
teaching experience, sex, self-image, work motivation, and values 
(Hrebiniak & Alutto, 1972; Schackmuth, 1979). Results fran these studies 
seem to indicate that the personal qualities of the individuals themselves 
may be important detenniners of job satisfaction but that the work itself 
is also a factor in satisfaction. 
While there appears much popular interest and concern in the area of 
teacher stress and job dissatisfaction, generally there has been little 
research attention to this area. More specifically, there has been no 
empirical assessment using a multivariate model which considers both 
organizational and personal factors related to job satisfaction in 
teachers. The present study attempts to rreet this need by addressing the 
follcwing research question: To what extent does variation in certain 
perceived organizational and personal factors lead to variation in job 
satisfaction in a population of public school teachers? 
In reviewing the existing literature on the nature of job 
satisfaction, as well as the literature related to occupational mental 
health, a number of organizational and personal factors are indicated as 
4 
being major determine rs of job sati s f action . Th ese s pecific factors which 
r elate either to the perceived characteri stics of the organization, or to 
personal attributes of the individual we r e chosen fo r the present study 
because of their im.r;ortance for teachers a nd the work environment of a 
school. 
Prior studies have shown that certai n perce i ved organizational 
factors such as participation in decision- making proc ess, level of 
e100tional sup.r;ort, job anxiety or stress may all be related to satisfaction 
with one's job. 
Vroom ( 1964) in reviewing the literature on participation in the 
decision-making stated that "there is fai r ly clear-cut evidence that people 
who are satisfied with their jobs tend to re.r;ort that they have greater 
op.r;ort~ity to influence decisions which have effects on them" (p. 118). 
More recently, Lischeron and Wall (1975), studied three levels of 
participation and concluded that individuals who perceive greater 
involvement in decision-making also have m::>re posit i ve views concerning 
I 
their employing organizationi thus, sup.r;orting the belief that perceived 
participation is a source of satisfaction at work . 
Another important organizational facto r is that of perceived social 
sup.r;ort. While this factor is defined in a number of ways depending u.r;on 
its literature base, the concept refers to t he degree to which an 
individual has access to social resources or to relationships on which he 
can rely (Sarason & Johnson, 1980 ). Cobb (1976) defines social support as 
the inforrration leading the individual to beli eve he i s cared for and 
belongs to a network of canmunication. Chan ( 1977) speaks of support as 
the existence of a network of pleasant primary relations which is a 
5 
reservoir of social resources fran which an individual can seek help or 
sup_[X)rt. Expanding on this concept, Caplan (1974) defines sup_[X)rt systems 
as "an enduring pattern of continuous or intermittent ties that play a 
significant part in na.intaining the psychological and physical integrity of 
the individual over time" (p. 7). He included formal canmunity institutions 
and professions, such as religious denominations and mental health workers 
as well as the natural, informal system (family, friends, and 
non-professionals) as elements in supfX)rt systems. Colletta, Gregg, 
Hadler, Lee, and Mekell:urg (1980) refers to sup_[X)rt for adolescent mothers 
as taking a variety of forms, one of these forms being emotional sup_[X)rt 
which is defined as a sympathetic person with whom to receive the feeling 
that one is cared for. 
While the concept of social sup_[X)rt has not specifically been applied 
to work enviro'mrents such as public schools, a number of studies have also 
demonstrated that an individual's satisfaction with his job is related to 
both the op_[X)rtunity for interaction with others as well as level of 
acceptance by one's fellcw workers (reviewed by Vroan, 1964). In a number 
of articles on teacher "burn-out", frequent reference is made to inadequate 
administrative sup_[X)rt (Young, 1978; Kovich, 1979), isolation fran other 
teachers as well as criticism from the canrntmity (Schiltheis, 1979), 
resulting in increased job stress and job dissatisfaction. Thus, it would 
appear that teachers may perceive a low level of supp::>rt which in turn may 
bear directly on their satisfaction with their job. 
The last organizational factor to be included is that of anxiety or 
stress related to the teaching job itself. Keavney & Sinclair (1978) 
reviewed the difficulty in conceptualizing and defining the variable of 
6 
teacher anxiety. In recent years the tenn "stress", has been substituted 
for the 'wOrd anxiety, but with it has come the same difficulty of 
def i nition. Although there has been much written about teacher anxiety, 
stress, and "burn-out", there has been little empirical research examining 
job stress in teachers and the relationship of stress to other factors. 
The only recent study that has looked at the issue of stress and job 
satisfaction, is by Kyriacw and Sutcliffe (1978) fran Great Britain. 
These authors found that teaching stress was related to job satisfaction 
although the correlation was low. The present study uses the definition of 
job stress and job anxiety interchangeably and defines the concept as 
situation specific anxiety related to the task of teaching itself. Keavney 
and Sinclair (1978) go on to state in their review that research on teacher 
anxiety is still at an early stage but that further investigation needs to 
be done. 
In addition to the perceived organizational factors, this study also 
focused on certain personal factors of teachers themselves. Specifically, 
,I 
those chosen for study include job involvement, years of teaching ,, 
II 
experience, age and sex of the teacher population. 
Job involvement refers to "the degree to which a person is identified 
psychologically with his work or the imp::>rtance of work to his total 
self-image" (Lodahl & Kejner, 1965, p. 24). While other authors have 
defined the concept in a number of ways, such as "psychological 
identification with work", "work role involvement", job canmi tment (Lawler 
& Hall, 1970; Maurer, 1969; Wrener & Vardi, 1980), generally, the terms 
include the concept that the job-involved person is one for whom work is a 
very imp::>rtant part of life and as one who is affec ted very much personally 
,_ 
7 
by his whole job situation (Lodahl & Kejner, 1965). 
Rabinowitz and Hall (1977) in reviewing this concept and the research 
behind it conclude that job involvement appears to be a relatively stable 
characteristic and is a "fairly key feature of a person's self-definition", 
(p. 285), Lawler and Hall (1970) state that job involvement and job 
satisfaction are positively related to each other but separate concepts. 
The job involvement concept has also been applied to teachers in 
educational organizations although the definition of this concept is 
varied. Hrebiniak & Alutoo (1972) examined the relationship between 
personal and role-related factors and canmi trrent to the employing agency of 
teachers and nurses. Results showed that levels of tension and number of 
years of experience are the most imp:>rtant predictors for organizational 
canmitznent, Miskel et al (1980) found that work motivation as well as 
central life interests were strongly related to job satisfaction in 
teachers. These two concepts have been used to express the concept of job 
involverrent. 
In addition to job involvement, years of teaching experience, sex and 
age are examined to determine their contribution to job satisfaction in 
teachers. 
v."hile all of the factors chosen for this study are based on previous 
research in job satisfaction, there has been little research attention to 
both organizational as well as personal factors of teachers and to assess 
their differential relationship to job satisfaction within an educational 
setting. 
It was the purpose of this study then to examine both perceived 
organizational factors and personal factors and to determine how variation 
8 
in these factors leads to variation in job satisfaction in teachers. 
Importance of the StudX 
The study of job satisfaction in teachers is important for the 
follc,,,1ing reaoons: 
1. The 1NOrk role is a critical one in our society for an individual 
and has a major influence on one's self-concept and self-
identity (Erikson, 1956). 
2. Job satisfaction is an indicator of well-being and mental 
health in the work environment (Kornhauser, 1965). 
3. Job satisfaction is negatively correlated to absenteeism 
and turnover (reviewed by Kasl, 1973). 
4. As teachers are faced with increased student violence, 
vandalism, negative public opinion, lack of administrative 
and financial support, the job-related stress which they 
experience will no doubt increase (Serrin, 1979). 
5. Job dissatisfaction is one response to job stress in addition 
to sorratic complaints and lower occupational self-esteem (Needle, 
Griffin, Svendsen, 1979). 
6. With a prediction of a "critical teacher shortage" by 1985 
(NEA survey) it is vital that teachers are satisfied with their 
jobs and renain in the profession. 
Assumptions 
The rational and backgroond of this study are based upon the 
following assumptions: 
1 ? An individual's perception and interpretation of a situation 
9 
is a major detenninant of behavior. 
2. The way in which an individual selectively perceives his work 
envirorment plays a role in his satisfaction with hi . b 
S JO ? 
Statement of the Problem 
The problem of this study is to examine certain perceived 
organizational and personal factors in relationship to job satisfaction in 
public school teachers. The specific organizational factors chosen for 
this study include: perceived participation in decision-making, teaching 
anxiety, perceived emotional supp::>rt in school. Personal factors are job 
involvement, years of teaching experience, sex and age. Based on a 
multivariate model, the purpose of this study is to answer the following 
questions: 
1. roes participation in decision-making, teaching anxiety, 
emotional support in schools (perceived organizational factors) 
as well as job involvement, years of teaching experience, age and 
sex (personal factors) affect job satisfaction in public 
school teachers? 
2. Are perceived organizational or personal factors more influential 
in affecting job satisfaction in teachers? 
Definition of Terms 
The following definition of variables and terms are presented to 
clarify their usage in this study: 
IBRCEPI'ION - internal sensing system of an organism which relates output 
(behavior) to input (stimuli) both of which are potentially 
10 
observable. 
ORGANIZATIONAL FACTORS - extra personal variables w
hich are it 8 uation 
specific and are more related to the functioning of
 th e work 
environment as perceived by the individual in that 
environment. 
L FACTORS - intrapersonal variables which are intrin
sic to the 
PERSONA
individual's personality system and tend to be uniqu
e for the 
individual. 
PARTICIPATION IN DECISION-MAKING - amount of influen
ce an individual 
perceives he has on decision-making (Vroan, p. 1 O). 
ACHING ANXIETY - emotional res?>nse and attitude wh
ich is situation 
TE
specific to the task of teaching (Parsons, 1973). 
s 
EM:>TIONAL SUPPORT - infornation leading the individu
al to believe he i
listened to, cared for and belongs to a network of C
QT\munication 
(Cobb, 1976). 
JOB INVOLVEMENT - degree to which a person is identified p
sychologically 
 his work or the im?>rtance of work to his total sel
f-image 
with
(Lodahl & Kejner, 1965). 
nd
LIC SCHOOL TEACHERS - elementary a
nd seco ary teachers who are PUB
currently teaching in the public school system. 
JOB SATISFACTION - a pleasurable or positive emotion
al state resulting from 
the appraisal of one's job or job experiences (Locke
, 1976). 
Limitations of the Study 
This study is based on a phenomenological viewpoint in 
which the 
ions of the individual fonn the basis for understand
ing attitudes 
percept
and behavior. In addition, the study is limited to 
elementary and 
11 
secondary teachers who are employed in public schools in a suburban county 
a nd who are currently registered with the Cormty Teachers' Association. 
Data collection is limited to self-report questionnaires and is concerned 
with the individuals' perceptions of both organizational and personal 
factors in relationship to their attitudes toward their jobs. The study 
did not treasure the objective characteristics of the organizational 
envirorment nor life factors which might relate to job satisfaction. 
Significance of the Study 
The findings of this study provide information about job 
satisfaction in public school teachers and point to which factors are the 
most important in predicting for job satisfaction in a teacher group. If 
job satisfaction is a function of both organizational and personal 
variables, then it is important to determine how much each of these factors 
contribute to job satisfaction, The organizational factors chosen as 
variables in this study were selected because specific reccrnmendations for 
organizational restructuring or direct intervention in school frmctioning 
could then be made based on results of this investigation. While the 
personal variables of teachers cannot be changed, infonnation concerning 
how these variables related to satisfaction in this group may be helpful 
for selection of teachers as well as programming for "fit" between the 
characteristics of the individual and the school work environment. 
At a time in which teachers are experiencing a high degree of stress 
and "burn-out" in relationship to their jobs, this study provides data as 
to some of the variables that are important in relationship to satisfaction 
in one's job as well as which set of factors are the highest predictors. 
12 
The findings of this study have implications for organizational programming 
within a school work enviro~nt in addition to possible applicability to 
other work environnent. 
Summary 
The purpose of this study was to examine both perceived 
organizational factors and personal factors in public school teachers and 
to detennine how variation in these factors leads to variation in job 
satisfaction. The specific organizational factors chosen for examination 
include: perceived participation in decision-making, perceived emotional 
supp:>rt, and job anxiety. Personal variables include: job involvement, 
age, sex, and years of teaching experience. 
Based on a multivariate ioodel, specific questions were asked to 
detennine the relationship between these variables and job satisfaction in 
public school teachers. The sample of this study consisted of elementary 
and secondary public school teachers in a suburban Maryland coonty school 
system. Findings and recanmendations for organizational change were later 
shared with the participating school syste:n ? 
13 
CHAPI'ER II 
LITERATURE REVIEW 
The first section of this literature review discusses the 
organizational factors chosen for this study. First, the concepts and 
research related to job satisfaction as well as specifically teacher job 
satisfaction are presented. Next, the variables of job anxiety, emotional 
support in schools and participation in decisionmaking are discussed. 
The second section outlines the literature which pertains to personal 
factors of the teacher. Included are studies related to job involvement, 
job longevity a ?s well as the sex of the teacher. 
Job Satisfaction 
In the last fifty years, there has been extensive research attention 
to the area of job satisfaction yielding thousands of articles, books and 
dissertations related to this subject. Early systematic studies in job 
satisfaction began during World War I and related to fatigue reduction as 
well as other envirormental factors leading to fatigue. British 
researchers also studied boredom and ronotony as well as factors to 
alleviate such boredan (Wyatt, Fraser and Stock, 1929; Wyatt, Langdon, and 
Stock, 1937). The Hawthorne studies which began in the 1920s studied the 
effects of rest pauses and incentives on productivity. Emphasis soon 
shifted to the study of employee attitudes when the researchers discovered 
that the appraisals employees made of their work situation had much to do 
with how they responded to this work. Locke (1976) pointed out in his 
review that interpretations of the Hawthorne studies stressed the role of 
work group and supervisory practices while economic incentives were 
14 
d0v,1ngraded in relationship to job satisfaction. Two years later Hoppock 
(1935) published an extensive study on job satisfaction emphasizing the 
multiplicity of factors that could affect job satisfaction. It seemed, 
however, that the Hawthorne study with its emphasis on work group and 
supervisor was the prototype for future research related to job 
satisfaction and followed the emphasis of the Human Relations movement 
which peaked in the early 1960s. In 1959, Herzberg, Mausner and Synderman 
published their theory which turned the focus from individuals in the work 
envirorment to the work itself suggesting that satisfaction with the job 
could be attained by designing the work to provide the worker with adequate 
mental challenge. 
Herzberg's original theory was based on a study of 200 engineers and 
accam ts who described specific incidents in which they felt satisfied and 
dissatisfied. Incidents such as achievements, promotion, recognition, 
resp:insibili ty, related to the work itself were more often cited as being 
sources of satisfaction but less often as sources of dissatisfaction. 
Herzberg defined these as "Motivators" and involved primarily the work 
while incidents such as interpersonal relationships, working conditions, 
supervisors and salary were mentioned as job dissatisfiers. This group was 
designated as "Hygienes" and involved the work context. 
Herzberg's two factor theory of satisfaction argued that job 
satisfaction and dissatisfaction resulted fran different causes depending 
whether the Motivators and Hygienes were daninant. He felt that the 
Hygiene factors operate to either frustrate or .fulfill man's physical needs 
while the Motivators fulfil 1 or frustrate man's growth needs (Locke, 1976). 
Locke (1976) criticized Herzberg's theory along a number of dimensions. 
15 
Locke (1976) also reviewed research results which did not verify the two 
factor pattern; however, he did point out Herzberg's contribution of 
clarifying the importance of the work, itself, to the worker's 
psychological growth and job satisfaction . 
In reviewing the causes of job satisfactions, one of the most 
important seem to be that of mental challenge. Locke (1976) states that 
"in the absence of an adequate mental challenge or in the presence of a 
work task that is accomplished autonatically (with no effort, skill or 
thought required), one experiences bored an " (p. 1320). Job enrichment and 
complexity adds to a worker's feelings of satisfaction particularly when 
successful (Maher, 1971; Sawler and Hall, 1970; Locke, 1965). Other causes 
relate to physical working conditions, verbal recognition, promotional 
opportunity and pay (see Locke, 1976 for summary). 
The phenomena of job satisfaction is not just an end in itself but 
has been shown to lead to a number of physical, attitudinal and behavioral 
consequences. 
Burke (1969/1970) found a significant correlation between job 
satisfaction/non-job satisfaction and reported physical symptoms such as 
fatigue, headache, shortness of breathe and ill health. Sales (1969) found 
a negative relationship between the subjects enjoyment of a task and 
changes in his level of serum cholesterol. Later, House & Sales (1971) 
found a correlation of -.83 between job satisfaction and rate of irortality 
fran heart disease. Jenkins (1971) in a review found numerous studies 
reporting associations between heart disease and job distress. Locke 
(1976), however, clearly pointed out that while the studies suggest a 
causal relationship between job satisfaction and bodily functioning, most 
16 
of the studies are correlational in nature and therefore do~ prove 
causality. He calls for continued research in establishing the causal 
relationship between these factors. 
The effect of job satisfaction on other attitudes and irental state 
has also been a major area of research. Kornhauser (1965) and Iris and 
Barrett (1972) have found a significant positive relationship between one's 
satisfaction with job and one's satisfaction with life. In addition, 
Kornhauser (1965) found a consistent positive relationship between job 
satisfaction and a mental health index which measured the following: 
anxiety, self-esteem, hostility, sociability, life satisfaction and 
personal morale. It would appear, then, that the variable of job 
satisfaction is one attitude which is related and in some cases an 
antecedent ? to other psychological or mental health factors. 
~en looking at the relationship between job satisfaction and 
behavioral outcanes, past studies have focused on absences, turnover and 
productivity in the job. Major reviews have found significant 
relationships between job dissatisfaction and rate of absenteeism and 
turnover (Waters & Roach, 1973; R:>rter & Steers, 1973). However, as Locke 
(1976) noted, the correlationals while significant and consistent have not 
been especially high (r<.40). 
In reviewing the relationship between job satisfaction and 
performance, there does not appear to be a strong relationship between the 
two. Locke (1970) theorized that the relationship might be reversed with 
high performance leading to increased job satisfaction. Herzberg and his 
colleagues (1959) while arguing that there was a direct effect of 
satisfaction on job performance, did not show any over-all relationship 
17 
between level of satisfaction and level of production in his study. It 
would appear from the current level of knowledge that the effect of job 
satisfaction on job performance and productivity is unclear primarily 
bet',t/lE!en the complexity of an individual's response repertoire when faced 
with feelings of satisfaction or dissatisfaction. 
Teacher Job Satisfaction 
Job satisfaction in teachers has been a major concern recently as 
teachers seem to be voicing greater dissatisfaction and stress in 
relationship to their job situations. However, in reviewing the literature 
related specifically to job satisfaction in teachers, studies seem sporadic 
and non-conclusive in nature. The studies which have been done tend to be 
one of the follqwing: they survey teachers' level of satisfaction; they 
foais on organizational causes of satisfaction; or they relate a number of 
outcomes to satisfaction in teachers. 
In 1980, the National Education Association surveyed a sample of 
public school teachers (1,783) and found that one-third (35%) were 
dissatisfied with their current jobs. In addition, nine percent of those 
dissatisfied said that they were very dissatisfied (NEA survey, 1980). 
Sparks (1979) in a Michigan survey of teachers found that 46% were 
dissatisfied with their jobs and would not choose teaching as a career if 
they had it all to do again. 
Besides the single variable of job satisfaction, a number of studies 
have looked at the relationship between organizational structure and 
processes as they affect teachers' perceptions and attitudes toward their 
jol::s. Carpenter (1971) examined the effects of tall, medium and flat 
18 
ture on public school teachers' pe
rceptions of job 
organizational struc
een groups showed significant diff
erences in 
satisfaction, Comparisons betw
 
chers in flat organizations (low 
bureaucratic hierarchy) reported
that tea
articularly in the three 
greater job satisfaction than the
ir comiterparts, p
anmunity prestige, professional a
uthority and participation in 
areas of c
n (1971) looked at open and closed
 
determinining school goals. Coug
hla
and job satisfaction. 
schools in relationship to teache
r work values 
d open were defined I!Dre as canmm
iication patterns and does not 
(Closed an
s findings suggested that the type
 of 
refer to the physical set up,) H
i
 
al organizational pattern (closed 
or open) was I!Dre related to work
form
alue of the teachers. The author
 
 work v
attitude of satisfaction than the
n 
oncluded that job satisfaction fo
r teachers tended to be highest i
c
stans which encoorage the followin
g: 1) high job 
organizational sy
nd 
ny, 2) op.i;ortmiity for frecruent in
teraction with other teachers, a
autona
l influence between superordinates
 and subordinates. In addition 
3) mutua
nizational structure, a few studie
s have examined organizational 
to orga
ob satisfaction. Belasco & Alutt
o 
hip to j
processes in schools in relations
 three decisional states affected
 
ed how
(1972) in a study of teachers exam
in
job satisfaction. The autrors de
fined three decisional states: 
tion, As could be expected, those
 
ra
deprivation, ecruilibrium, and satu
who are decisionally deprived rep
orted significantly lower 
teachers 
up, those with higher satisfaction
 
satisfaction levels. Even with th
is gro
ls were less deprived (x 2,66) than t
hose with low satisfaction 
leve
f 
(x = 3,58). Teachers who experienced ecruilib
rium or saturation o
action, 
decisions did not vary significan
tly on satisf
organizational and 
Miskel, Fevurly & Stewart (1979) l
ooked at 
19 
cesses in relationship to school effe
ctiveness and 
interpersonal pro
Their findings suggested that rrore e
ffective schools 
satisfaction levels. 
ed by 
with greater satisfaction as perceiv
ed by the teachers was characteriz
less centralized 
rrore participative organizational pr
ocesses, 
rules and more professional activity
. 
decision-ma.king, more fo:cmalized 
A few studies have examined the asso
ciation between performance 
ate to job satisfaction. Cortis (19
79) in 
outcanes of teachers as they rel
 
ongitudinal study of teachers reveal
ed a continued relationship between
a l
 teachers' teaching ability as measu
red by their head teachers and the 
the
hers' ratings of their satisfaction 
with the job. The author noted 
teac
ing ability and satisfaction continu
e 
h
that over a twelve year period, teac
ear a close relationship with each o
ther; however, he also noted that 
to b
 the less important personality 
the longer teachers serve in the job
,
outcomes. Wiener & Gechman (1977) 
characteristics become in determinin
g 
o found a similar positive relations
hip between job satisfaction and 
als
they noted the correlation was 
work canmitirent behaviors although a
s 
erate and consistent with other corre
lations between satisfaction and 
mod
rformance neasures. Belasco & Alutt
o's (1972) study on decisional 
pe I I 
nal outcanes related to job 
process also locked at some organiza
tio
eachers with higher satisfaction lev
els 
satisfaction. They found that t
d lower job tension and less militan
t attitudes but that trust 
also reporte
sociated to varying satisfaction 
and role conflict were not significa
ntly as
ion in teachers is an area in which 
continued 
levels. Job satisfact
eeds to be done both in terms of def
ining the terms as well as 
research n
 date, 
conceptualizing the design based on
.more theoretical bases. To
tion given 
results continue to be inconclusive 
because of the sporadic atten
20 
to this area. 
Job Anxiety 
In recent years, occupational mental health has beco
me an 
increasing concern both in academic research as wel
l as large 
nal structures. Osipow (1979) noted that work occup
ies a large 
organizatio
portion of a person's working life and can be a maj
or source of personal 
ob stress 
stress or satisfaction. The research related to job
 anxiety or j
grc,,,,s out of the literature related to life stress s
uggesting that stress 
may be res?:,nsible for many physiological, psycholo
gical and behavioral 
 research attention has 
symptoms in individuals. In even more recent years,
focused on organizational stress and how it is mani
fested in the 
rench and Caplan (1973) related that large bureaucra
tic 
individual. F
organizations exerts its own set of forces on the in
dividual and both 
res of 
mental and physical health may be affected by the co
ntinual pressu
the job over a period of years. 
Although there has been much research in life stress
 and 
al stress, there does not exist either a canrron defi
nition or 
organization
conceptualization of stress. House (1974) defined s
tress as "a subjective 
ve social 
resp::,nse resulting from the interaction of particula
r objecti
conditions and particular personal characteristics (
e.g., abilities, needs, 
. French, Rogers, and Cobb (1924) defined stress as
 a 
and values, p. 14)
misfit between a person ' s skills and abilities and t
he demands of the job . 
Beehr and Newman (1978 ) defined it as a condition in
 which job related 
factors interact with the worker to change (disrupt 
or enhance) his 
psychological or physiological condition such that t
he person is forced to 
-
21 
rmal functioning. In outlining the i r t
heory and 
deviate fran no
 French a nd Caplan (1973 > speak of job 
stress as the 
organizational stress,
specific conditions in the job envirorm
ent whether objective or subjective 
 strains. Their 
which result in either physiological or
 psychological
 between the concept of stress and the definition, thus, distinguished
resulting psychological resp,nse, one o
f which is anxiety-c aused by 
o 
specific stresses. 0n the other hand, 
a number of studies related t
specifically teacher stress equate stre
ss with anxiety. Needle, Griffin, 
s arises fran the discrepancy 
svendesen & Berney ( 1980) cited that "s
tres
t~en the teacher's needs, values and ex
pectations on the one hand and 
be
cupational rewards or job demands and th
e capacity of the worker to meet 
oc
yriacou and Sutcliffe (1978) 
these requirements on the other (p. 96)
. K
eacher stress as a resp,nse syndrane of
 affects (such as anger or 
defined t
depression) usually accanpanied by pote
ntially pathogenic physiological 
rds "stress" and "anxiety" 
changes (p. 89). Youngs ( 1978) used th
e wo
ngeably calling for rrore attention to t
he mental health issues of 
intercha
teachers. 
In spite of a lack of cannon defini tion 
fo r the concepts of stress 
to focus on the consequences of 
and anxiety, recent studies have continu
ed 
stress whether it is physiological, psy
chological or 
occupational 
ioral. House (1974) in a study of stres
s and coronary heart disease 
behav
n the etiology of heart 
concluded that stress played a signific
ant role i
ic diseases. The author also outlined t
hat other 
disease and other chron
k factors such as cholesterol and blood
 pressure may be affected. 
ris
plexi ty of 
Schuler ( 1980) in a recent review stated
 that "bec ause of the can
i culty in 
the nature of physiological symptoms of
 s t ress and the diff
22 
obtaining objective measures of these symptoms, there is little unequivocal 
research indicating or even suggesting consistent relationships between 
stress and particular physiological symptoms" (p . 203). On a subjective 
study on teachers, however, 56% of the res_IX)ndents said that they 
experienced physical illness related to their work (Cichon & Koff, 1980). 
Much of the research on organizational behavior has focused on the 
relationship between stresoors in the job envirorment and psychological 
symptoms such as job dissatisfaction, low self-esteem, anxiety, depression 
and bored.an (House, 1974; Coe.per & Marshall, 1976). Results fran these 
studies, although most are correlational in nature, seem to indicate a 
positive relationship between stress and various psychological symptoms. 
Kyriacou and Sutcliffe (1978) found for their teacher sample a significant 
and negative . correlation between job stress and job satisfaction. In 
addition, they found a positive relationship between stress and intention 
to leave the profession. French and Caplan (1974) found that a certain job 
stress -- qualitative overload -- was related to low self-esteem in certain 
I 
individuals while quantitative overload produces low self-esteem in others. 
Stress and anxiety research related to behavioral measures such as 
absenteeism, turn-over and job performance appear canplex in nature. Sales 
(1969) found that stress increases the work performed when quantity was 
measured but not when quality was. Keavney & Sinclair ( 1978) in a review 
of teacher anxiety noted no studies that directly examined the relationship 
between teacher anxiety and attrition. Kyriacai and Sutcliffe (1978) in 
their research published the same year did find a significant positive 
relationship between stress and intention to leaving teaching although the 
correlation was low and measured "intention" and not actual leaving. They 
23 
did not find a significant relationship between teaching stress and 
frequency of absence. The relationship between anx.iety in teachers and 
their effectiveness in teaching also renains unclear. Kracht and Casey 
(1968) found these two diirensions to be \IDrelated; however, Keavney & 
Sinclair (1978) cited in their review that the emerging relatlonshlp does 
appear to be negative but that there ls further need for both theoretical 
and empirical bases to explain this relationship. It seems clear that 
while research ln occupational stress and anx.iety ls crucial, continued 
work needs to be done at clarifying the different theoretical models and 
definitions of job stress and anx.iety as well as to design empirical 
studies to measure causality between stress and various physiological, 
psychological and behavioral outcoires. 
Social/ Emotional Support 
Researchers and mental health specialists ln recent years have given 
increasing attention to the problem of stress whether it ls defined as life 
or occupational stress as well as the individual's typical response to that 
stress. These resp:>nses can range fran depression, to physical illnesses 
as well as general dlssatlsfactlon with one's life and work. However, ln 
attempting to deflne the antecedent to stress resp:>nse, analysts have 
emphasized that a situation becoires stressful only when it ls perceived as 
su:::h by the individual (Chan, 1977; LaRocco, House and French, 1980). Chan 
(1977 ) p::>lnts to the imp::>rtance of the individual's subjective perceptions 
and assesi;;nent of a sltuatlon as the major determiner for behavior. House 
and French (1980 ) reiterate this view by pointing out that while there are 
many potentially objective sltuatlons at work whlch cruld be stressful, job 
24 
stress arises when the individual perceives that demands exceed the 
individual's abilities or when major needs are not iret. In addition to 
perceptual factors, research ln this area indicates that an individual's 
resp:>nse to a stressful situation ls a result of both the personality 
attr lbutes of that individual as well as certain situational factors 
(Dohrenwend & Dohren-wend, 1976; Rabin & Struening, 1976), One of these 
si tua tlonal factors is that of "social supp:>rt" which may act as a buffer 
agiinst stress. Caplan (1964) notes that the outcome from a crisis ls 
influenced not only by the nature of the stress and "the current ego 
strengths of the individual but most imp:>rtant by the quality of the 
emotional supp:>rt and task-oriented assistance provided by the social 
network within which that individual grapples with the crisis event" 
(p. 4). 
~ile there has been much recent research attention on social 
supp:>rt, def lnitlons of supp:>rt vary making if difficult to canpare results 
from the nurrerous studies, Caplan ( 1964) defined supp:>rt as "an enduring 
pattern of continuous or intennittent ties that play a significant part in 
rraintaining the psychological and physical integrity of the individual over 
t.irne," (p,7). He included fonnal canmunlty institutions and professions as 
well as natural, informal system (family, friends, and non-professionals) 
as elements of the supp:>rt system, Cobb (1976) defined supp:>rt as 
information leading the subject to believe he ls cared for, esteemed and 
belongs to a network of canmunlcation, Caplan (1964) referred to three 
elements that constitute part of social supp:>rt. They included: (1) 
signiflcant others to help the individual mobilize his psychological 
resources and rraster his emotional burden, (2) these significant others 
25 
share his tasks and (3) they provide him with extra supplies of money, 
rraterial skills, tools and guidance (p. 6). Colletta, Gregg, Hadler, Lee & 
Mekelrurg ( 1980) referred to support for adolescent mothers as taking a 
variety of forms including: (1) assistance with role responsibilities, (2) 
material assistance, (3) emotional support and (4) infonnation necessary 
for discharging role responsibilities and making decisions. While there 
appears a number of kinds of support, the dimension of emotional support 
which is often characterized by the presence of an intirrate relationship 
has been seen as an important factor to coonteract stress effects. Brown, 
Bhiolchain and Harris (1975) in a study on women and severe life-events 
with lon]-tenn difficulties found that emotional support most frequently 
from husbands and boyfriends functioned as a shield against depression. 
Miller, Ingham and Davids on (1976) found that the presence of a nearby 
intimate confident was related to less severe psychological symptoms 
resulting fran stressful life events. Renshaw (1976) in looking at the 
effects of job related stresses on families, found that these stresses can 
be minimized if social support in the fonn of interactions among others 
undergoing the same stresses is increased. Thus, there is some evidence 
that emotional supfOrtiveness is an important factor to alleviate stress 
resp'.)nses. 
The effects of support as a moderator of life stress and illness has 
been rep'.)rted fr<XII a number of different populations across a range of 
different stress situations ( unenployment, pregnancy, bereavement) and with 
conflicting results as to its ruffering effect. Nuckolls, Cassel & Kaplan 
(1972) studied the life events of 170 pregnant women and their resulting 
complications . SupfOrt was defined as their relationship with marital 
partner, interactions within the extended family and adjustment within the 
26 
canmunlty. Results lndlcated that 91% of the women who experlenced high 
life change s and low social supp:,rt had excessive complications while women 
who had the same high frequency of life changes but had hlgh levels of 
supp:,rt had no increase in complications . 
Gore (1978) looked at the effect of social supp:,rt on the health 
consequences of unemployment. The social supp:,rt variable was measured by 
a thirteen-iten index covering the individual's perception of wife, friends 
and relatives as being supp:,rtive or unsupp:,rtive; frequency of activity 
outside the home with the same classes of relationships and the 
resJ:X>ndent's perceived opp:,rtunity for engaging in social activities which 
are satisfying and which allo,, him to talk aha.it his problems. Results 
showed that while unemployed, the unsupp:,rted evidenced significantly 
hlgher elevations and more changes in measures of cholesterol, illness 
symptoms and affective resp:,nses than did the supp:,rted. 
Contradicting these ? results, however, a few studies have found that 
although social supp:,rt is positively related to good health, there does 
not appear to be a significant buffer effect against stress. Lin, Ensel, 
Simeone & Kuo ( 197 9 ) studled the effects of supp:,rt and stressful life 
events on psychiatric symptoms for a sample of Chinese-Amerlcan adults. 
Their analysis showed that while stressors are positively related to 
psychlatric symptoms and social supp:,rt is negatively related, the 
contribution of social supp:,rt to predictlng symptoms was almost twice as 
much of the illness variance. In addltion, the data did not show any 
strong supp:,rt for the b.lffering effect of supp:,rt. Thls result was 
consistent with the findings of a previous study by Andrews, Tennant, 
Hewson and Vaillant (1978) which showed that life event stress, coplng 
27 
style and social supp:>rt was related to psychological impairment but that 
there was no significant buffering effect. 
The concept of social supp:>rt has also been investigated in the job 
environnent. French & Caplan (1973) state that p:>or relations go on to 
produce psychological strain in the form of low job satisfaction as well as 
feelings of job-related threat to one's well-being (p. 49). Pinneau (1975, 
1978) in a major study of job stress and health in 23 occupational groups 
tested three hypotheses on social supp:>rt. He found a negative association 
of social supp:>rt with many of the perceived job stresses (defined as role 
amblgui ty, -work overload, job complexl ty) as well as with psychological 
strain su:::h as depression, job satisfaction, boredan, and anxiety. House 
and Wells (1978) tested the buffering effects of supp:>rt on health and 
occupational stress ln a tire and rubber manufacturing plant. Their data 
showed a lack of correlation bet-ween social supp:>rt and health (except for 
supervisor supp:>rt as well as a lack of correlation between supp:>rt frcm 
wives and friends with occupational stresses. They did find some evidence 
for the buffering effect of supp:>rt although the source of this support 
1 : 
came rrainly from supervisors and spouses. In a recent study that 
11 
11 
re-examines this issue, La Rocco, House & French (1980) analyzed Pinneau's 
data using the rroderated regression approach which had been used by House 
and Wells ( 1978). Their findings supp:>rted the buffering hypothesis for 
nental and physical health variables (anxiety, depression, irritation, and 
sanatic symptoms). On the other hand, they did not verify the buffering 
hypothesis in regard to job strain such as job satisfaction, boredom and 
work overload. The auth::>rs explain this phenanena by pointing out that 
perhaps job strain ls accepted by people as "normal" and thus do not 
28 
motlvate people to seek or give support while psychologlcal and physical 
impairment xrobillze the need for support . 
In summary, although the research in soclal support ls plentiful, 
there continues the need to define the construct as well as validate the 
instruments used for measurement. In additlon, research studles need to be 
rrore concise as to both the kinds and sources of support which they are 
uslng in their stooies. Thoits (1982) cites that although there is 
suggestive evidence for the ruffer effect of social support, caution in 
inte.rpretatlon must be made because of inadequate conceptualization and 
operationalization of support. La Rocco, House & French (1980) call for a 
model of supp:>rt which would be founded in a theoretlcal framework that 
allows for prediction and explanation. 
Participation in Decision-making 
The issue of employee participation in the decision-making process 
has led to much research both in the United Stateas as well as abroad. 
While there are many definitions of the term (Strauss, 1963; Tannebaum, 
1962; Locke & Schweiger, 1979) defined it as a condition of sharing in a 
I ' 
cannon or "jolnt decision-making" process (p. 274). These authors 
emphasized, however, that the definition does not necessitate 
decision-making by groups of subordinates nor that the sharing be equal nor 
does it specify the content of what is shared. They state that "the 
concept of participation in decislon-maklng (PDM) itself refers 
specifically to partlcipation in the process of reaching decisions" (p. 
274). 
Outcane or effects as a result of partlcipation by workers generally 
29 
fall into two major groops. The first includes psychological/behavioral 
benefits such as higher zrorale, increased job satisfaction, and reduced 
absenteeism or turnover rates. The second group deals more with 
performance and production outcomes such as higher productivity and quality 
of products. 
A number of studies have sought to explain the relationship between 
Pr:M and satisfaction although the variables measured in the studies are 
somewhat different which has also led to inconsistent conclusions. Fox 
( 1957) studied positive and negative leadership styles ( further defined as 
participative and autocratic) in relationship to satisfaction in conference 
groops. Results showed that the positive style led to a friendlier group 
atmosphere, greater satisfaction for members with the leader and greater 
satisfaction and acceptance of group decisions. 
Baumgartel (1957) also studied leadership styles finding that job 
satisfaction was highest under participative leaders than either directive 
or laisee-faire leaders. 
On the other hand, a previous study (Gibb, 1951) on leadership styles 
showed subjects were zrore satisfied when leader behavior was DOre 
autocratic and when the group was more structured. 
A number of studies on PDM have also focused on the organiz.ational 
environnent related to participation in decision-making and job 
satisfaction. Lischer on and Wall (1974) looked at employee attitudes 
toward participation at var ioos levels of management as well as the forms 
such participation takes and its relationship to satisfaction. The authors 
found that all three areas of perceived participation (medium, distant and 
bonus) was strongly related to satisfaction with the organiz.ation as a 
--
30 
 greater 
that "individua
ls who percelve
Whole. The authors sta
ted 
views concernin
g 
 
aking also hold
 nnre posltive
on-m
involvement in 
decisi
aplan ( 1973) in
 their 
 tlons" (p. 510)
. French and C
th
eir employing o
rganlza
r found that hig
h 
loyees at Goddar
d Space Cente
st p
udy of 20 5 male
 em
ork relations, l
ower role 
panied by bette
r w
n
Participation w
as acca
ative and non-a
dministrative 
zation of admin
is tr
i
amb i guity, bett
e r util rs 
e toward the wo
rk. The autho
sitive attitud
Skills as wel l 
as a more po
)rtunities to par
ticipate in 
reJX)rt high opJ
X
st ho ate that "peopl
e w
isfaction, and 
to report high 
sat
nd 
 affecting the 
work they do te
decisions ve 
who participate
 a lot also ha
t. People 
low J? 
b d feelings of t
hrea
o -relate
hus, in tenns of
 I 
h? self-esteen or self
-worth. T I I 
~gh feelings of
 
h better off th
an I I 
pators are muc I 
l well-being, o
ur high partici
Psychologica
s" (p. 51) ? 
our low partlci
pator
ion as a concer
n for 
articipat
1972) looking a
t p
Belasco and Alu
tto (
ionship to job  their relat
ed three decisio
nal states and
teachers examin
cisionally depri
ved 
 teachers who w
ere de
atisfaction. T
hey found that
s
 levels while fo
r teachers 
isfaction
cantly lower sa
t
reported signif
i
levels did not 
uration states, 
satisfaction 
sat I I
 
 equilibrium or
 I 
experiencing
Vary. PDM 
relationship be
tween 
o studies which
 looked at the 
In addition t M 
ry of studies h
as examined PD
r catego
b satisfaction,
 a second majo
and jo
pointed out in t
heir revlew 
9) 
d Sch~iger (19
7
and Productivit
y. Locke an
satisfaction ar
e 
ts of studies re
latlng P? to 
of thls area th
at whlle resul
old with respec
t to 
 to h
, the same trend
 does not seem
<Jenera11y posit
ive
ticlpation was h
ighly 
le par
an (1960) found 
that whi
Product l vity. 
V'ro
h as need 
divldual person a
ll ty factors suc
ln
correlated w..,. :th
 per 1"'. 0 rrrance, 
I 31 
I 
I 
d the high correla
tion. 
modifie Tosi 
 authoritarianism 
for independence a
nd
different sample fo
und no 
cate the study on 
a 
(1970) attempting 
to repli
hree 
ance. Mullen (196
5) canpared the t
tionship between P
IM and perfonn
rela
 autocratic) to ef
ficiency 
tic, laissez-faire 
and
(democra
leadership styles 
obile insurance can
pany. 
tom
tiveness in three d
ivisions of an au
and effec
 styles, all 
 spite of three di
ffering leadership
Results showed tha
t in
e and 
ting at a high effic
iency rate. Lock
era
three divisions w
ere op
 fall to show any 
that the results o
f PDM studies
Sch~iger (1979) s
tated 
nd to a lesser est
ent 
(a
h respect to effec
t on productivity 
clear trend wit
uthors concluded fr
om 
ts on norale) (p. 3
16). The a
fec
with respect to ef at ls 
 there ls still mu
ch th I 
 extensive review 
of this area that
their I I 
s under which PDM 
will work. I I 
n concerning the c
ondition
llnknow I 
~b Involvement 
d a long histo:ry b
eginning 
volvement has ha
Interest in studyi
n~ job in
3) and Marx (184 4 )
. 
 worker alienation
 by Durkheim (189
with studies on
 interest in this 
concept by 
s been an increased
However, recently 
there ha
to further define 
and 
ists and sociologis
ts in an attempt 
both psycholog
 tenn "job involve
ment." 
clarify the
 be much 
rature that there 
continues to
It is clear from th
e lite
hl  Kejner (1965) oda &
definition of job 
involvement. L
Confusion over the
 
ich "a person's wor
k 
olvement as the ex
tent to wh
considered job inv
. Vroan (1962) tie
d the 
 (p. 25)
Perfonnance affect
s hls self-esteen"
He 
both performance a
nd satisfaction. 
olvement to 
Concept of job inv
nt ln hls work role
 as ego-
e
ad a personal invo
lvem
defined the person
 who h
d in 
persons who are eg
o-involve
d stating that "th
e self-esteem of 
involve
32 
their jobs is directly related to their evaluation of their level of 
performance" (p. 161). Results of Vroom' s study of industrial workers 
supp:>rted that ego-involved persons were rated higher in performance. 
In addition, job satisfaction was positively related to the amount of 
opp:>rtunity for self-expression in the high ego-involved person. 
Rabinowitz and Hall (1977) summarized the job-involved person for this 
definition as one for whom work is an important part of life and who ls 
very much personally affected by his whole job situation. 
In addi tlon to the performance, self-estean link, job involvement has 
been defined as a comp:>nent of an individual's self-esteem. Lawler and 
Hall ( 1970) referred to job involvement as the "psychological 
identification with one's work" (p. 310). In addition, they attempted to 
differentiate job involvement fran the attitudes of satisfaction and 
intrinsic motivation. In a study conducted with 291 scientists, the 
autmrs factor analyzed their data finding that the concepts did load on 
separate factors. They concluded that "job involvement, defined as 
psychological identification with one's work, seems to be a distinctive job 
attitude, one that should be thought of as conceptually and empirically 
separate fran satisfaction attitudes and fran intrinsic motivation 
attidues" (p. 310). 
A more r ecen t a ttanpt. to define this concept led Saleh & Hosek ( 19 76) 
to take the four different conceptualizations of job involvement which had 
been used in the literature in order to see if the four concepts were 
factorially different. Results showed three factors as being different but 
wl th an important canm::>n element existing between them -- the self. These 
three factors included the job involvement corresp:>ndlng to the followi ng 
33 
rk as a central life issue; 2) active parti
cipation in a 
definitions: 1) wo
 3) perceiving performance as central to o
ne's self-esteem. The 
job; and
fourth conceptualization -- perceiving per
fonnance consistent with 
 studJ.ed. The 
self-esteem did not appear as a separate f
actor in the sample
hile the three factors are different, the c
annon 
auth::>rs concluded that w
element was the self or self-concept and t
hree factors express its 
rs accordJ.ng to 
different dimensions. They labeled these 
three facto
 and the 
Gergen's (1971) theory, the identity self,
 the conatlve self
evaluative self. 
In a later attempt to continue to define jo
b involvement, Saleh 
(1981) argued that it is not a uni-dimensi
onal concept but a 
e basic dimensions being cognitive, conati
ve 
multi-dimensional one with th
and evaluative. The same autoor also diff
erentiated it from job 
n job 
satisfaction in that pleasurable emotions 
are the overriding feeling i
ative feelings (posltive and negative) can 
be part 
satisfaction while evalu
of the feeling component for job involveme
nt. The author concluded that 
n readily changes wi th the sl tua tion, job in
volvement 
while job satisfactio
is a "relatively stable individual differen
ce var lab le which ls not 
o based on the internalized 
conpletely situationally dependent but is 
als
self-concept" (p. 25). 
one to define but much 
Not only has job involvement been a diffic
ult 
attention has focused on the major determi
nants of job involvement. 
 major perspectives which 
Rabino,,,i tz & Hall ( 1977) summarize the thre
e
) function 
include job involvement as: 1) individual
 difference variable; 2
 variable; and 3) individual situation inte
raction. 
ation While of the situ
ies, the 
these authors reviewed studies pertaining 
to each of these categor
34 
more recent studles uslng multivarlate analyses seem to indicate that the 
indi v i dual s i tuation interaction may hold the strongest explanation. 
Saal (1978) in his multivariate study on job involvement examined 
both personal and situational characterlstics related to lnvolvement. 
Results fran 218 workers ln a manufacturing canpany found that job 
involvement was a multi-dimenslonal concept with both s i tuational and 
psychological characteristics accoontlng for more of the variance than 
demographic variables. In addition, the author found a high positive 
correlation between job involvement and level of job satisfaction but 
i nsignificant results for a performance criterion. Sekaran & Mowday (1981) 
found job involvement to be related to both the characteristi cs of the 
individual employee and situational factors; however, unlike the previous 
studies in thls area, the results of this study suggested job 
characterlstics to be irore lnfluential than individual. Rabi nowitz (1981) 
in a recent attempt to detennine the specific ordering of predictors for 
job involvement using four categor i es of var i ables (personal/demographic, 
personal/psychological, situational and outcanes) constructed a model for 
explanation. Us i ng path analysis on his data, results showed that the 
strongest path started with high school activities or grades. The author 
called for research attention into the interpersonal/social fa c tors related 
to jobs rather than just growth-oriented aspects of the job situation. 
It would appear that while job involvement continues to have some 
multiple definitions, current research has continued to refine and test 
these definitions as well as offer irore complex explanations for both 
causes and outcanes of this concept. Generally, most autoors agree that 
the concept, itself, continues to have much relevance to the i ssue o f work 
35 
and an individual's perception of work for himself . 
Relationship of Job Longevity to Job Satisfaction 
The number of years of experience or job longevity may be one 
imp:)rtant situational factor to consider when researching an individual's 
attitude toward the job. A number of studies have pointed out that an 
individual's relationship to his job depends on the job itself as well as 
the career stage for the individual (Parsons, 1951; Brim, 1966; Schein, 
1971). A recent study by Katz (1978) investigated the association between 
job satisfaction and task dimensions at different periods of job longevity. 
Results showed that while job satisfaction was associated with the task 
characteristics, the strength of the associations was highly dependent upon 
the employees' job and organizational longevities . Newcomers to a job 
resp:)nded more positively to feedback and task significance related to job 
satisfaction while satisfaction scores for employees over ten years were 
not related to task features. On the other hand, employees within the 4 to 
36 ironth interval showed strong relationsh i p between satisfaction and 
various task dimensions. 
Additional empirical \t,K)rk related to early career stages have found 
that intrinsic job satisfaction was stronger for young employees than for 
older ones (Hall & Nougain, 1968; Gould & Hawkins, 1978). A study by 
Rabinowitz and Hall (1981) that examined job satisfaction, job 
characteristics and job involvement at three career stages (early, middle 
and late) found that situational factors su:::h as job characteristics and 
job satisfaction were irore imp:)rtant in early career while individual 
differences (job involvement, sex, work, ethic) were more important at 
? 
36 
mi d-career. In a rariew on job satisfaction by Herzburg, Mausner, Peterson 
and Capwell (1957) studies seemed to indicate a U-shaped function between 
age and satisfaction. Specifically, it seened that satisfaction was high 
when people are young and first start their jobs, goes down during the next 
few years and remains low until it rises again when the individual is in 
his late twenties or early thirties. Hulin and Smith (1965) re-evaluated 
this U-shaped relationship attenpting to control for the high correlation 
between age and tenure. Their results on 260 ~rkers did not show the u-
shaped relationship between age and satisfaction. An additional recent 
study by Van Maanen and Katz (1976) which focused on different career 
stages, their relationship to locii of job satisfaction and differing type 
of career showed as much difference within each occupational category at 
various stages as among the stages thenselves. The auth::>rs call for 
continued research to determine the interaction between the individual, the 
family and the work situation at various stages in the career cycle. 
While the research on years of experience and age in relationship to 
job satisfaction seem contradictory, there does appear some indication that 
individuals at different stages in their careers have different attitudes 
toward their jobs which is more dependent on their career stage than age. 
However, m::>re in depth research will need to be done in order to explore 
the relationship among these three factors. 
Relationship of Sex Differences to Job Satisfaction 
Considerable research interest has been directed recently to 
examining the relationship between sex difference and job satisfaction. It 
has been assumed that male and female workers hold different attitudes 
37 
toward their jobs. However, research results have been somewhat 
contradictory with a number of studies suggesting that other factors may 
covary with sex; thus, confounding the relationship. Hulin and Smith 
(1964) looked at the relationship bet\oleen sex and job satisfaction in a 
sample of 295 male workers and 163 female workers. Results of their study 
indicated that in three out of the four plants where the study took place, 
the female workers were significantly less satisfied than male workers. 
However, the authors cautioned that it may not be sex per se but rather 
"the entire constellation of variables which consistently covary with sex; 
for example pay, job level, promotion opp:>rtunities, societal norms, etc. 
(p. 91 ) . Another study by Matteson, McMahon & McMahon (1974) examined 
attitudinal differences bet\oleen the sexes as they relate to their job 
envirorment. They found that the differences were more associated with 
status as a head of household rather than sex; i.e., female households' 
res,P'.)nses more closely resembled those of male household heads while the 
female non-household group's resp:>nse were nore like those of female in 
general. 
However, a recent study by Lee, Mueller and Miller (1981) 
controoicted these results finding that except for two differences 
compensation and working conditions -- status of the wage earner could not 
distinguish between high and low satisfaction scores in relationship to the 
sex of the worker. The authors did determine that the occupational level 
was a better predictor of job satisfaction than either sex or wage-earner 
status (p. 371). In concluding the authors state that while there were no 
sex differences in the intrinsic aspects of job satisfaction, there were 
sex differences in compensation and working conditions -- variables in 
38 
i.ch women have often experienced d.i.scrimi
nation (p. 372 ). 
wh.
Another recent study on sex d.i.fferences by
 Voydanoff (1980) which 
ved job characterist.i.cs and job satisfacti
on among a 
.i.nvest.i.gated percei
sample of 1,533 men and women found that 
there were similar patterns of 
b characteristics and job 
relationsh.i.p between intrinsic and extrln
sic jo
sat.i.sfaction. The author found that both
 intrinsic and extrinsic job 
factors were most important for job satisf
action for both men and women 
e highest correlate for both 
with self expression (intrinsic factor) th
al 
graips. Two extrinsic factors -- role str
ain for women and financi
rewards for men -- were second. 
Summar? 
es chosen 
In this chapter, the literature related to
 the seven varlabl
iewed. Although the llterature is inconclus
i ve as to 
for this study was rev
he effect of job satlsfaction on performa
nce, there is a strong i nd i catlon 
t
he physical and mental well-being 
that job satlsfaction ls related to both t
 reflects 
of the individual. The literature on teac
her job satisfactlon
similar relationships annng these factors.
 
en to be 
In many of the studles reviewed, job satis
faction is se
y just the organizational structure with l
ittle research 
influenced b
attention to the role that personal tralts
 may have ln determ i ning 
dies on teacher job 
satlsfaction. This seems particularly true 
for the stu
action. Because of the lmportance of both
 the individual and the 
satisf
organlzational or job environment in deter
mining job satisfaction, 
 factors of teachers 
variables relating to either personal or o
rganlzatlonal
were chosen and reviewed for this study. 
39 
CHAP!' ER I I I 
METHODOLOGY 
ter, the rrethods used to investigate how variation in
 
In this chap
certain perceived organizational and personal varia
bles lead to variation 
. f 
in job satisfaction in public school teachers are pr
esented Selection o
Subjects and sample demographic characteristics are
 described as well as 
instrunentation, procedures for collection of data 
and rrethods of analysis. 
Sample 
Selection of subjects as well as the demographic ch
aracteristics of 
the sample is outlined below: 
Sampling Frame 
The study sampling frame consisted of public school
 teachers who 
were employed by a local suburban county school sys
tem and who were all 
current members of the cotmty's Education Associatio
n. The current 
 Association is 4,700 with 75% of the teachers in th
e 
enrollment of this
cotmty listed as members. 
ce of the Education Association personnel, names of
 
With the assistan
subjects for the sample were chosen through a systeI
M.tic linear sampling 
cedure requires 
procedure fran a master list of current members. T
his pro
s 
that the first sampled subject is selected randanly
 and successive subject
are then selected at multiples of a constant interv
al beyond the first. 
or this study, it was decided that every tenth name 
on the list of 4,700 
F
 for a sample size of 470 subjects. This proce:lure 
was 
would be chosen
chosen because of its ease of application for the A
ssociation staff member. 
40 
Although the Association enrolls approximately 75% of the teachers
 in 
the county, it also enrolls a small number of administrators. Bec
ause it 
s difficult to detennine fran the master list the subjects' curren
t 
wa
roles, everyone who was selected was sent a questionnaire but only
 teachers 
were included in the study sample by requesting administrators to 
return 
the incompleted fonn. 
In order to insure confidentiality between the Education Associatio
n 
and its members, an independent individual was hired and assigned 
the task 
ple 
of systanatically selecting and addressing the envelcpes for the s
am
subjects. The researcher had no direct access to specific names o
r 
addresses of the sample teachers unless the teachers themselves wi
shed to 
 
share such information. The Association through its staff person 
did
maintain a list of the, subjects' names. This list provided a mean
s of 
follow-up if necessary to those individuals who may have forgotten 
to 
return their questionnaires. 
Because of missing addresses, as well as the field-testing procedu
re, 
the final sample to receive questionnaires was 400 which were sent
 to the 
individual teachers in their respective schools. Of the 400 who re
ceived 
questionnaires, 217 were returned by mail to the researcher. This
 
signifies a resp:>nse rate of over 54 percent. Out of 217 returned 
questionnaires, 12 were missing the Minneso t a Satisfaction Scale so
 these 
-were deleted from the sample. The researcher used the first 200 
questionnaires for the analysis because of ease of calculation. I
t was 
decided that a follow-up reminder would not be necessary since the 
first 
200 of the returned questionnaires had canplete data and coold be u
sed for 
the analysis. 
41 
Demographics of the Sample Subjects 
The study sample itself consisted of two hundred public school 
teachers with 69% of them being classroan teachers. One htmdred forty-five 
of the sample were females while 55 were males. The highest category of 
resronses for years of teaching experience was 11-15 years with the mean 
age being in the 36-40 year category. 
In canparing the level on which the teachers taught, approximately 
55% came from the elementary level (K-6) while about 45% taught at the 
secondary. These figures are approximate because there was overlap as some 
teachers taught middle school which includes sixth, seventh and eighth 
grades. In addition, 55.5% of the sample had taught in this particular 
suburban cotmty from 7-15 years. (Table 1 and Table 2 illustrate frequency 
data for the sample.) 
In general, the study sample indica~ed a large number of classroom 
teachers who had been teaching for over ten years with a somewhat equal 
balance between elementary and secondary level. Further analysis did show 
that while females were highly represented in the sample that the county 
itself rerorted a percentage of 70% female to 30% male teachers at the time 
of the study. 
Instrumentation 
The following six data collection instr uments were used in this 
study. Cited in their description are any reliability and val i dity 
inforrration \otbich has been previously determined as well as the design of 
an original instrument for perceived emotional sup_IX)rt s in schools. The 
instruments included are: 
42 
Table 1 
Frequencies for Major Job Resp:>nsibili ty 
Relative 
Category Nane Frequency Percentage 
Fre uenc 
Classroom Teacher 138 69. 0 
Resource Teacher 19 9,5 
Special Education Teacher 20 1 0. 0 
other 23 11.5 
TOTAL 200 100.0 
43 
Table 2 
Frequencies for Distribution 
of Years in the Cotmty 
Relative Cumulative 
No. of Years Frequency Percentage Percent 
Frequency Frequency 
1-3 17 8.5 8.5 
4-6 24 12.0 20.5 
7-9 44 17.0 37.5 
1 0-1 2 54 22.0 59. 5 
13-15 33 16.5 76.0 
16-18 21 10.5 86.5 
19-2 1 11 5.5 92. 0 
22-24 9 4.5 96.5 
25-27 3 1.5 98.0 
28-31 -4 -2-.0 100.0 
TOTAL 200 100.0 100.0 
44 
(1) Short-Fonn Minnesota Satisfaction Questionnaire, 
(2) Index for Participation in Decision-making for 
Teachers (adc:pted fran Vroan, 1966), 
(3) Teaching Anxiety Scale (Parsons, 1973), 
(4) Perceived Emotional Supp::,rts in schools (Dodge, 1981), 
(5) Job Involvement Scale (Lodahl & Kejner, 1965), and 
(6) Personal Data Questionnaire. 
Minnesota Satisfaction Questionnaire 
The Minnesota Satisfaction Questionnaire (in two forms, long and 
short) was developed by the Work Adjustment Project, University of 
Minnesota, in order to measure satisfaction with several specific aspects 
of work and work environments, The long-form MSQ consists of 100 items in 
which the resp::,ndent indicates how satisfied he is with certain features of 
his present job based on a Likert scale from very dissatisfied to very 
satisfied. The long fonn MSQ consists of 20 scales with 5 itans making up 
each scale, The scales measure the following: ( 1) ability utilization, 
(2) achievement, (3) activity, (4) advancanent, (5) authority, (6) canpany 
policies and practices, (7) compensation, (8) co-workers, (9) creativity, 
(10) independence, (11) moral values, (12) recognition, (13) resp::,nsibilty, 
(14) security, (15) social service, (16) social status, (17) supervision 
human relations, ( 18) supervision - technical, ( 19) variety and (20) 
working conditions. 
The short-fonn MSQ is canposed of 20 itens listed above and consists 
of 3 scales: Intrinsic Satisfaction, Extrinsic Satisfaction and General 
Satisfaction. Both forms of the MSQ are self-administering with the long 
45 
form requiring approximately 15-2 0 minutes to canplete and the short form 
about 5. Resp:mse choices for both forms are weighted so that very 
dissatisfied is scored 1, with very satisfied as 5. Nonnative data is 
available for 27 different groops on the long form and 7 groups for the 
short form; raM scores can be converted to percentile scores for each scale 
with 75% of higher indicating a high degree of satisfaction and 25% or 
lower representing lCM satisfaction. 
Internal consistency reliability of the long and short-form MSQ was 
estimated by Hoyt's analysis of variance meth::>d. Hoyt reliability 
coefficients for each norm group and each scale was obtained. Hoyt 
reliability coefficients for the long-form MSQ scales ranged fran .97 to 
.59 with median Hoyt reliability coefficients ranging from .93 to .78. On 
the short-form MSQ, Hoyt's median reliability coefficients were .86 for 
Intrinsic Satisfaction, .so for Extrinsic Satisfaction and .90 for General 
satisfaction. Although at the present, no current data is available on the 
stability of scores for the short-form MSQ, test-retest correlation of 
General Satisfaction on the long-form MSQ which used the~ 20 items 
yielded coefficients of .89 over a one-week period and .70 over a one-year 
interval. 
The validity of the MSQ was derived from construct validity based on 
the theory of Work Adjustment. This theory examines the corresp:,ndence 
between the -work personality (vocational abilities and needs) and the -work 
environnent (ability requirenents and reinforcers) as the principal reason 
for -work adjustment outcomes (satisfaction). Studies listing this theory 
using the MSQ yielded evidence of construct validity on at least 7 of the 
16 scales studied (Weiss, Davis, England, and Lofquist, 1964). Additional 
46 
studies on the validity of the MSQ as a measure of general job satisfaction 
come from other construct validation s t udies (Weiss, Davis, England and 
Lofquist, 1965). 
Index for Participation in Decision-making 
The Index for Participation in Decision-making for teachers was 
adapted from an instrument called Psychological Participation Index by 
vroan (1966). This index was derived by summing the resp:,nses of 
supervisors of a company to four questions. Each of these questions, rated 
on a five-point scale, was designed to measure the extent to which the 
individual feels he/she can influence decisions made by his/her superiors. 
The test-retest reliability of this index over a seven-month period was 
re?>rted to be .61. The present instrument used for this study was adapted 
fran Vroan' s index by substituting the word "principal" for "supervisor" as 
it was thought this would be nore relevant for a teacher population. 
Teaching Anxiety Scale 
The Teaching Anxiety Scale (TCHAS) was develcped at Stanford 
University by Parsons (1973) for use with perservice and intern teachers. 
More recently, slightly altered versions were made available for use with 
inservice teachers. The TCHAS contains a variety of self-re?>rt statements 
abcut teacher reactions to teaching. Those reactions are either emotional 
res?>nses to a variety of different teaching situations or attitudes 
towards teaching as a profession. All statenents are presented with a 
Likert 1-5 choice format with low agreement with item (1= "never") to high 
agreenent with the iten ( 5= "always"). Since approximately half the items 
47 
are phrased positively and half are phrased negatively, reverse scoring of 
all positive items is necessary. After reverse scoring is performed, a 
high score on all the itans of the '!'CHAS reflects a high degree of admitted 
anxiety. 
Nonnative data for various forms of this instrument are given for 
preservice as well as inservice teachers . TCHAS (1) - 28 show a mean of 
63.61 with standard deviation of 16.08 for inservice elementary and junior 
high teachers. TCTAS (1) - 25 show mean of 44.41 with deviation of 18.19 
for elanentary and secondary teachers. 
The reliability of the measure was obtained by a Pearson Product 
Moment test-retest correlation. Correlation coefficients for a variety of 
forms of the TCHAS ranged from .60 to .95 depending on the length of time 
between administration of the test. Validation of the '!'CHAS was 
accomplished through a construct validation strategy. Results showed that 
the TCHAS was consistently positive and had a significant correlation with 
two other measures of anxiety - the Taylor Manifest Anxiety Scale and the 
Test Anxiety Scale. 
Job Involvement Scale 
The Job Involvement Scale was developed by Lodahl and Kejner (1965) 
to measure an individual's attitude and values toward work as an important 
part of life and whose \olOrk performance affects the individuals's 
self-esteen. Initially, 110 statements related to job involvement were 
collected from interviews, existing questionnaires, other researchers or 
invented by the auth::>rs. These statements were then submitted to judges 
for their evaluation. Statements -were then put into Likert form and were 
48 
finally reduced to 20 by considering i t an-total correlations. The 
Split-half reliability of the 20 item scale was computed by calculating the 
product-rroment correlation coefficients between halves of the scale. 
Split-half correlations was corrected by the Spearman Brown formula. The 
reliability of the scale ranges fran . 89 to . 72 which the Lodahl and Kejner 
( 1965) state "is adequate but not extremely high" (p. 30). 
Validity for this measure was based on the degree to which the 
instrument discriminates anong groups. Analysis of variance performed on 
the data showed that three groups -- students, nurses and engineers --
differed significantly from each other (F =4.84, p. 01), with students 
having lower job involvement than the other two groups. 
The scale itself consists of 19 Likert-type statements with four 
categories of resp::>nse, (strorxJly agree, agree, disagree, strongly disagree; 
scored 1, 2, 3, and 4, ' respectively). A high score on the scale indicates 
low job involvement. Itan 20 is a total job involvement score. 
Perceived Emotional Support in Schools 
(SEA) 
In order to design an instrument to quantify perceived emotional 
supi:ort in schools, the researcher conducted a semi-structured interview 
with a panel of six teacher experts who were teaching in counties other 
than the cormty where the study was conducted, Questions for this 
interview were based on the literature of social supp::>rt as well as 
previous instruments used for rreasuring supp::>rt in families (see Appendix A 
for interview schedule). The content of these interviews was then analyzed 
and used as a basis for building a Likert-scales questionnaire on perceived 
social supp::>rt in schools. Although it was recognized that social support 
49 
s a 
 was detennined that 
emotional. support wa
s, it
has a number of dime
nsion
ell being; thus, the q
uestionnaire 
 for teachers' sense 
of w
major factor
ools. 
y the variable of emo
tional. support in sch In 
sought to quantif
 of 
e seen to come from a 
variety
addition, sources of 
this supp:>rt wer
ss so that specific q
uestions referred 
nterview proce
Persons through the i
he following five sou
rces: parents, other om t
to the emotional supp
:>rt fr
 general? 
teachers, students, a
dministrators, and
 consisted of a numbe
r of statements 
 final instrument con
structed
The
n almost entirely tru
e to not very 
swered fra
to Which the resp:>nd
ent an
red as 4 and last anc
hor scored 
ith the first anchor b
eing sco
often true w
ere based on 
ors chosen to be used 
for the instrument w
as 1. The four anch
nner (1974) which gave
 
ed by Bass, Cscio and
 O'Co
a statistical table p
rovid
quency of resp:>nse in
 order to have 
xpression of fre
optimal scales for th
e e
:,nse categories as po
ssible. A few 
as little overlap bet
ween resp
 
ted thus necessitating
 reverse scoring for
statenents were negat
ively sta
ual 
n the instrument indic
ate that the individ
o
that item. High scor
es 
within the school env
ironnent. 
s a high degree of em
otional supp:>rt 
Perceive
 to 
ent Assessment (SEA) i
n order
'.t'he instrument was na
med School Environm
Prevent resp:>nse bias
. 
F1' -Testing for Reliabil
ity 
eld
onstruction, the instr
ument (SEA) was 
After its initial c
ndry teachers in the 
study 
ntary and seco
field-tested on a sam
ple of eleme
 initial sampling 
field-testing sample 
-was selected from the
County. This 
me was selected start
ing with the 
4,700 in which every h
undredth na
frane of 
he field-test sample 
. t Total number sel
ected as t
Sixth person on the l1s ? 
so 
nnaire as well as a le
tter 
nt the quest i o
was fifty. Individua
ls were se
coming study. Of th 
f'f 
e i ty sent, 31 
explaining that it wa
s part of a forth
of 
d questionnaire which
 is a response rate 62 
returned the canplete
.Percent. 
uring the field-test p
rocedure, a 
sed on the scores obta
ined d
Ba
in a measure of the 
bach Alpha was calcula
ted in order to obta
Crom
trument's internal re
liability. 
ins
t Cronbach's alpha is 
related to 
 Zeller (1979) state t
ha
Carmines and
split-halves rnetmd b
ut alpha generally 
reliability estimates
 based on the 
bility. 
conservative esti1TB.te
 of a neasure's relia
PZ'ovides a 
nces for each questio
n 
y, the sum of the vari
a
In the field test stu
d
 instrument being 98. 8
? 
 was 17.62 with the v
ariance for the total
item
The same procedure wa
s carried out 
This yielded an alpha
 of .854. 
ires in order to reche
ck the 
o .hundred questionna
after receiving the t
w
sed on a sample of 200 
ility of the instru~en
t. In this case, ba
reliab
 the 
variances for each tes
t item was 18.18 with
e 
instru~nts, the sum 
of th
 
This yielded a Cronbac
h alpha of .865. As can 
t~al i.a var nce of 108.46. 
y the inclusion of nn
re 
, the alpha calculated
 b
be seen by comparing 
the two
r alpha than the field
 study although 
d an even highe
qUestionnaires yielde
e instrument has a hig
h degree 
fying that th
both alphas are quite
 high veri
Of ? internal reliability. 
Validity of SEA 
ontent 
strument was based on 
content validity. C
Validity for this in
nt to which an empiric
al measure.nent 
y is dependent upon t
he exte
Validit
e 
nt (Carmines and Zelle
r, 1979). Th
reflects a specific d
ona.in of conte
51 
danain of perceived social supp:)rt was identified throo.gh literature as 
well as the interviews with the teacher panel. Questions for the 
instrument were chosen to include as much of the danain as possible, 
including different sources of emotional supp:)rt. 
Factor Analysis of SEA 
After receiving 200 questionnaires fran resp:)ndents, the twenty-five 
items of the SEA instrument were factor analyzed in order to determine if 
there were the same underlying patterns of relationships of emotional 
supp:)rt from parents, teachers, students, administrators and general as 
hyp:)thesized by the researcher. Kim and Mueller (1978) state that factor 
analysis assumes that the observed variables are linear combinations of 
sane underlying factors. In addition, they point out that while some of 
the factors are cannon to two or rrore of the variables, other factors are 
assumed to be unique to e~ch variable. 
The major purpose in this study of factor analyzing the SEA 
instrument was in a confinnatory sense in order to provide self-val i dating 
inforrration as to whether the instrument had the same underlying factors as 
the five sources of sup_IX>rt previously defined by the researcher. 
The factor analytic process, itself, consisted of three basic steps 
in order to examine the data. These three steps include: 1) preparation 
of the correlation rratrix, 2) extraction of the initial factors, and 3) 
rotation to a tenninal solution (Nie, et al, 1920). 
Step one for the SEA instrument involved calculating product-moment 
correlation coefficients for each of the 25 items on the instrument. The 
second step is a data reduction procedure whereby a new set of vari ables 
52 
are detenninoo fran the interrelationship of the original data set and 
produces eigenvalues for each of the items. Kim and Mueller (1978) 
explain that the largest eigenvalue represents the amount of variance 
explained by the first principal axis, the second largest eigenvalue 
represents the amount of variance explained by the second axis and so on 
with the sum of eigenvalues equal to the number of variables in the 
analysis. In addition, an eigenvalue of one or above is imposed as 
signifying significant factors. When examining the eigenvalues for the 
SEA instrument, six factors had eigenvalues over 1.2 which acccunts for 
60.6 percent of the total variance. In addition, factor one had a value of 
6.26 or 25.1% of the variance. Based on these factor loadings, the third 
step was init i ated using six factors for rotation. Kim and Mueller (1978) 
point out the goal of rbtation is to obtain meaningful factors in which 
each variable is accotmted for by a single, orthogonal factor. After 
rotating using the Varimax method of rotation, canparioon was made for each 
of the 25 items and the six factors. As can be seen by Table 3, items 12 
and 15 have low loadings on any of the six factors. In addition, item 22 
has relatively high coefficients on factor 2 and factor 4. The other items 
generally had strong loa:iings on separate factors indicating that it 
represented an independent construct. Further analysis which compared the 
content of each item question with its highest loading on the factor showed 
that item numbers 4, 9, 14, 19, and 24 all related to supp:>rt from the 
administration. Question items numbers 5, 10, 20, 22, and 25 loaded on 
factor two and related to supp:>rt from parents. Question items number 3, 
8, and 13 loaded on factor three and pertain to supp:>rt fran teachers wh i le 
items 2, 7, 17, and 22 loaded on factor 4 and define supp:>rt from students. 
53 
Table 3 
Factor Matrix for SEA Instrument 
Item No, FACTOR 1 FACTOR 2 FACTOR 3 FACTOR 4 FACTOR 5 FACTOR 6 
1 .007 ? 13 7 .029 .111 .466* ? 103 
2 .115 ? 372 -.028 .472* .126 .002 
3 ? 1 00 -.007 .917* .005 ? 108 .030 
4 .581* ,240 .273 .090 -.040 -.077 
5 ? 285 ? 462* .044 .304 -. 083 .067 
6 ? 171 ? 176 ,308 -. 041 .509* -.096 
7 .033 .14 5 -.015 ? 796* .020 .036 
8 ,303 ,185 .453* ? 150 ? 156 .234 
9 ? 724* .184 ,127 -.044 ? 081 .207 
10 -. 054 .443* .122 .060 ? 161 .010 
11 ? 092 .025 ? 195 .014 -.101 .535* 
12 -. 015 .365 ? 178 .234 .225 . 109 
13 .256 ? 13 2 .499* .016 .075 ? 159 
14 .767* .076 ? 212 .099 -. 016 .153 
1 5 ? 132 .363 -.059 .057 .096 .135 
16 ,309 ? 551* ? 277 .117 ,268 .053 
17 .050 ? 239 .021 ? 647* .035 ? 106 
18 ,241 .069 .212 .035 .603* -.041 
19 ? 783* .121 .031 .023 .150 -.088 
20 ,141 .681* .035 ? 106 -.028 -.013 
2 1 .162 .047 .831* -. 054 .234 ,035 
22 -. 042 .506* .097 ? 431* .213 -.063 
23 ,042 ? 10 0 -.004 .095 ? 136 ? 725* 
24 ,620* -. 007 ? 107 .057 ,234 .067 
25 ,215 .668* -.012 ? 339 ? 055 .056 
? 
54 
Itens 1, 6, 18, 11, and 23 loaded on factors 5 and 6, respectively, which 
represents a general area of supp:,rt with items 18 and 23 referring to 
teachers or colleagues. Results fran this factor analytic procedure seem 
to confirm that the instrunent rreasured 5 major areas of supp:,rt as had 
been hypothesized by the researcher with the strongest independent 
constructs related to factors 1 through 4. 
Bivariate Correlations for Emotional Supp:,rt 
In examining the bivariate correlations of emotional support with the 
other variables, a few of the variables showed rather high correlation with 
total emotional supp:,rt. Highest association was for participation in 
decision-rraking with an r =.58. Next highest was with total job 
satisfaction with an r = .53. However, when looking at the association 
betlNeen emotional supp:,rt frcm students and general job satisfaction, the r 
value drops to .22. The .highest correlation between job satisfaction and 
the various sources of emotional supp:,rt is with administrators, with an r 
? 4 3. 
As expected, the relationship betlNeen emotional supp:,rt and teaching 
anxiety was negative with an r = -.49. This indicates that teachers who 
report a high amount of anxiety related to their teaching also report low 
emotional supp:,rt within their schools. The variable of job involvement 
also reported a negative correlation with supp:,rt (r = -. 28) since the 
instrunent was scored such that a high score rreasured low involvenent in 
one's job; thus, individuals with low canmitrnent to the job also reported 
having low emotional supp:,rt. Further analysis of the data to look at the 
relationships among emotional supp:,rt, teaching anxiety, job satisfaction 
55 
and decision-making was not posible within the context of the present study 
but may yield some interesting results in future studies. 
Personal Data Form 
In order to obtain personal data fran the sample, a personal data 
was included. Items on this form included such questions as sex, age, 
years of teaching experience, grade level and current major resp::>nsibility. 
(See Appendix B for all instrurrents used in this study.) 
Administration of Questionnaire Form 
Each individual chosen fran the sampling procedure was sent a cover 
letter explaining the purpose of the study in addition to the questionnaire 
fonn. (See Appendix c.) The fonn itself was divided into six parts with 
each part being a different variable in the study and took approximately 15 
minutes to canplete. The parts were set up in the following order: 
Part I MSQ - Short Fonn 
Part II Participating in De ci s ion-making Index 
Part. III Perceived Emotional Supp::>rts in Schools 
Part IV Job Involvement 
Part V TCHAS 
Part VI Personal Data Fonn 
After completion of the questionnaire fonn, res_[X)ndents were 
re:iue sted to check that all parts had been answered and to return the fonn 
in the enclosed self-addressed envelope to the researcher. They were also 
re:iue sted to send an enclosed postcard to the Education Association 
signifying that they had completed the fonn. 
56 
Resp:>ndents were given approximately two weeks to canplete and return 
the questionnaire. Postcards returned to the Association TNere checked off 
a master list. By the end of a month period, it was felt that those 217 
questionnaires that had been returned would constitute the data base for 
this study. 
Research Design 
The research design for this study was ex post facto with the 
treatment being the organizational environnent of the school as well as the 
personal qualities of the individual. While it is recognized that lack of 
control over the independent variables is a weakness of this type of 
research, it is also necessary at times in order to explore relationships 
among variables. The p :urpose of this study which is based on a 
multivariate rrodel examines certain-perceived organizational and personal 
factors in relationship to job satisfaction in public school teachers. The 
study focuses on the following two research questions: 
Question one - Does participation in decision-making, teaching 
anxiety, emotional support in schools (perceived 
organizational factors) as well as job involvement, 
years of teaching experience, age and sex (personal 
factors) affect job satisfaction in public school 
teachers? 
Question 'Iwo - Are perceived organizational or personal factors 
rrore influential in affecting job satisfaction in 
teachers? 
57 
Method of Analysis 
Descriptive statistics are reported for subjects on all nominal and 
continuous data such as sex, age, years of teaching experience and grade 
level as well as the means and standard deviations for variables measured. 
The research questions themselves were analyzed based on regression 
analysis. Kerlinger (1964) defines multiple regression analysis as "a 
rrethod for studying the effects and magnitude of the effects of irore than 
one independent variable on one dependent variable using principles of 
correlation and regression" (p. 603). 
In this study, the independent variables for the multiple regression 
equation included the following: 
(1) Participation in decision-making 
(2) Perceived emotional supp'.)rt in schools 
(3) Teaching anxiety 
(4) Job involverrent 
(5) Years of teaching experience 
(6) Age 
(7) Sex 
The dependent variable was job satisfaction as measured by the Minnesota 
Satisfaction Questionnaire. 
Question one was analyzed using simul taneoos multiple regression in 
which all independent variables are correlated with the dependent variable 
to detennine what proportion of the total variance of job satisfaction is 
explained by the variables as well as which variables are the highest 
predictors for job satisfaction, Further analysis using step-wise multiple 
58 
regression indicated the uniqueness of the variables to job satisfaction in 
the sample. 
Question two was answered using hierarchical multiple regression. 
This irethod of analysis allows the researcher to prioritize the variables 
entering the regression equation. Variables which were to be entered first 
and defined as perceived organizational factors include: participation in 
decision-making, job anxiety and perceived emotional support in schools. 
These variables are all related to the organizational job environment as 
perceived by the individual teacher. Personal variables which were entered 
together include job-involvement, years of teaching experience, sex and 
age. Compariron was made between each group of variables and the multiple 
Rs in order to determine whether organizational or personal factors 
accrunted for more of the variation in job satisfaction. The results of 
these analyses are presented in the next chapter. 
59 
CHAPTER IV 
RESULTS 
Findings for this study which examine the extent to which variation 
in certain perceived organizational and personal factors lead to variation 
in job satisfaction in a sample of publi c school teachers are presented in 
the folla.-,ing three sections. The first section redef i nes the dependent 
and independent variables measured i n the study as well as presents the 
means, standard deviation and range f or each of these variables. The 
second section restates Question One , and explains the methods of analysis 
and results. In addition, this section examines a stepwise analysis which 
extends the understanding of the data . The last section follows a similar 
organization as the second with ~ts restatement of Question Two, method of 
analysis and results. Also reported at the end of this section are the 
bivariate correlations of the seven independent variables with the 
dependent variable. 
Means and Standard Deviations for Variables 
The criterion variable of this study was public school teachers' 
attitude of satisfaction toward their j ob experiences. The instrument used 
was the short-form Minnesota Satisfaction Questionnaire developed by the 
Work Adjustment project, University of Minnesota. This f orm was composed 
of twenty items with five response choices for each item. Results yielded 
a total general job satisfaction score as well as two sub-scores --
intrinsic and extrinsic job satisfaction. However, for thi s study, the 
total job satisfaction score was used as the dependent variable. 
Seven variables were selected a s i ndepe ndent variables in o rder to 
60 
detennine their relationship to job satisfaction. Three of these 
independent variables participation in decision-making, teaching anxiety 
and emotional sup_!X)rt in schools - - were defined as organizational factors 
(i.e., those variables which are related to the job environment). In 
addition, the other four variables of job involvement, years of teaching 
experience, sex and age, are termed personal factors because they are nore 
related to the personality system of 'the individual teacher. 
The rceans, standard deviation and score ranges for the dependent 
variable and its two subscores are presented in Table 4. The same measures 
for the independent variables are g i ven in Table 5. 
Additional variables such as teaching level, years of teaching in the 
com1ty and major job res_!X)nsibility are given previously in Tables 1 and 2. 
Table 6 reports means and standard deviation scores for five subscores 
rceasured by the enotional sup_!X)rt instrurcent (SEA). Although these 
variables were not considered for analysis in the current study, they were 
calculated to be used in further analysis of the data. 
Question One 
Based on a multivariate nodel, the first research question in this 
study addressed the following: 
Does participation in decis i on-making, teaching 
anxiety, emotional support in school as well as job 
involvement, years of teaching experience, age and sex 
affect job satisfaction in public school teachers? 
This question was analyzed using multiple regression correlation in 
which all of the seven independent variables were treated simultaneously 
61 
Table 4 
Means, Standard Deviation and 
Score Ranges for Dependent Variables 
of Minnesota Satisfaction 
Questionnaire - Short Form 
Variable N M SD Range 
General Job Satisfaction 200 72. 685 11.361 27-1 00 
Intrinsic Job Satisfaction 200 4 7. 32 7.299 15-61 
Extrinsic Job Satisfaction 200 18.255 5.698 6-49 
62 
Table 5 
Means, Standard Deviation and 
Score Ranges fo r Independent Variables 
Variable N M SD Range 
Organizational 
Participation in Decision- 200 14. 41 3.899 4-20 
making 
Teaching Anxiety 200 54.905 ll.732 29-104 
Erootional Sup:i;x,rt 200 78. 415 10.343 45-100 
in Schools 
Personal 
Job Invol verrent 200 45.898 7.049 26-68 
Years of Teaching Experience 200 4. 205 1.327 0-20 
( 1 1- 1 5 yrs.) 
Sex (Male=1, Female=2) 200 1.725 .448 
Age 197 4.437 1.742 20-56 
( 36-40 yrs.) 
3 No Res:i;x,nse 
63 
Table 6 
Means, Standard Deviation and 
Score Range s for Subscores and 
Total Score on Emotional 
Supp:>rt in Schools 
(SEA) 
Variable N M SD Range 
Supp:> rt fran Students 200 16. 39 2.5 9-2 0 
Sup.EX) rt fran Teachers 200 15.625 2.863 4-20 
Sup_EX)rt fran Administrators 200 14. 945 3.786 5-20 
Supp:>rt fran Parents 200 15.61 2.708 7-20 
General Supp:>rt 200 15.84 2.52 8-20 
TOTAL SUPPORT 200 7 8. 415 10.343 45-100 
64 
and correlated with the criterion variable of job satisfaction. 
Looking at the overall strength of relationship between the 
independent variables and the dependent variable, results showed an overall 
positive multiple R of .59. This yielded an R2 of .35 which indicates 
that 3 5% of the variance o.f job satisfaction in teachers i s explained by 
years teaching, age, sex, emotional supp::>rt, teaching anxiety, job 
involvement and participation in decision-making. To test whether the 
observed relationship was statistically significant an F test was 
calculated which yielded an!'._ (7,189) = 14,64, .E.?<-001. 
In examining the standardized coefficients (beta weights) in order to 
canpare the effect of each? independent variable on the dependent variable 
of job satisfaction, the four variables of age, emotional supp::,rt, teaching 
anxiety and participation in -decision-making yielded significant results 
when the F test was employed. Table 7 indicates the beta weights for each 
of these four variables as well as F ratios. As can be seen by Table 7, 
eiootional supp::>rt in school had the strongest relationship to job 
satisfaction when canparing the relative effect of the seven independent 
variables on the dependent variable. 
Stepwise Multiple Regression Analysis 
Although simultaneoo.s multiple regression analysis illustrated the 
effect of all 7 independent variables on job satisfaction, further analysis 
on the data using stepwise multiple regression was employed to determine 
the unique contribution of each independent variable up::>n the dependent 
variable. Cohen and Cohen (1975) state that the stepwis~ procedure defines 
an a posteriori order based solely on the relative uniqueness of the 
65 
Table 7 
Standardized Regression Coefficients and 
F Ratios in Simultaneous Multiple Regression 
Analysis for Independent Variables 
Variable Narre BETA F 
Years Teaching -.03 .18 
Age .14 3. 29* * 
Sex .03 ? 2 8 
Em:::>tional Supp::>rt in Schools .45 28.60*** 
Teaching Anxiety .13 3.39** 
Job I nvo 1 verren t - . 07 1.33 
Participation in .23 9. 80** * 
Decision-rraking 
** ? <. 0 1 
*** ? <. 00 1 
66 
variables in the sample at hand. Order of inclusion for each independent 
variable is determined by the contribution of the variable to explain the 
variance of the dependent variable and is based on a statistical criteria. 
Emotional support in schools was the independent variable that 
entered the equation at the first step. This variable accounted for 28% of 
the variance of job satisfaction in this sample. This variable was highly 
significant as can be seen by the F ratio: K (1,188) = 82.12, 12 <.001. 
The second variable to be added was participation in decision-making. When 
this variable was added, it accounted for an additional 3% of the total 
variance in job satisfaction. To determine whether this additional 
increment in variance was significant, an F value was calculated for each 
successive variable. 
In canparing each of these F ratios to the tabled F distribution with 
degrees of freedom 1 and 188, it can be seen that the incremental change 
for the two variables of ?emotional support and participation in 
decision-making are significant at the .001 and .01 level, respectively. 
In addition, the incremental change for the variable of age was significant 
at the .OS level. The other variables were not significant. Table 8 is a 
slllllmary table showing the incremental changes in R2 as well as F ratios 
calculated at each step. 
Question Two 
The second research question addressed the foll<:Ming issue: 
Are perceived organization or personal factors rrore 
influential in affecting job satisfaction in teachers? 
This question was analyzed using hierarchical multiple regression 
67 
Table 8 
ble for Changes 
in R2 
Summary Ta ession Analysis se Regr
and F Ratios for S
tepwi
R2 Changes F le R Ratio Multip
Variable (DF 1,188) 
25 *** 
 ools , 5
315 ? 2825 , 28 82,12
Emotional Supp:
,rt in Sch
? 3172 ? 034 7 10,08** 
ation in Decision-mak
ing .5632 
Particip
59 ,3317 ,01
45 
7 4. 2
1 * 
,5
Age 
 ,3441 ,0124
 ,6 
.5866
3
Teaching Anxiety 
 0059 .71 
? 5914 ,349
8 , 1
Job Invol veioont 
,3510 ? 0012 , 3 4 .5924 
Sex 
929 ,3516
 ? 0006 ,17 
.5
Years Teaching 
*** _e <,001 
68 
correlation in which the contribution of a group of organizational 
variables (participation in decision-making, job anxiety and emotional 
supp::,rt in schools) was canpared to the contribution of a group of personal 
factors (job involveroont, years of teaching experience, age and sex) on the 
criterion variable of job satisfaction. 
Using a hierarchical irethod, the researcher entered the personal 
variables first and then the organizational variables. An F test was 
applied to determine the significance of each group of variables. Multiple 
R for the personal variables was a .28 which accamted for 8% of the 
variation in job satisfaction scores . However, when the organizational 
factors were entered, the multiple R was .59 which accoonted for 35% of the 
variance in job satisfaction which is 110re than four times the explanatory 
power of just the personal variables. 
Because there is probably some overlap between personal and 
organizational factors, the next step was to determine the unique 
contribution of each set of factors to job satisfaction with the effects of 
the other removed. Therefore, the group of organizational variables were 
entered first with personal entered second. This procedure yielded a 
multiple R of . 5 7 which accoonted for 3 3% of the variation in job 
satisfaction. comparison was then made between the F values of the unique 
contribution of each set of factors with the other set of factors removed. 
As can be seen by Table 9, which is a summary table, the F value for 
organizational variables is 26. 58 (?_ <.001) while the F value for personal 
factors is 1.70 (? >.OS). Results of this study indicated that 
organizational factors accrunt for a significant amount of the variation in 
job satisfaction after removing the explanatory effects of the personal 
Table 9 
R2 and F Values for Hierarchical
 
Regression Analysis on Personal 
and Organizational Variables 
F 
R2 R2 Change df ss 
ms 
Source R 
? 08 4 1,980.64 
495.16 5.69** 
Personal ? 28
 .00 
3 6,940.68 2,313.56 
26.58*** 
? 35 .27 
Organizational .59 
189 16,451.53 87. 0 5 
Error 
2 ange df ss ms 
F 
R2 R Ch
Source R 
1.90*** 
3 .33 3 8,330 .
33 2,776.78 3
Organizational .57
 .3
.99 14 7. 75 1.70 
.59 ? 3 5 .02 
4 590
Personal 
189 16,451.53 8 7. 0 5 
Error 
Summary Table for Unique Contribu
tion of Each Set 
ms F 
R2 Change df ss 
Source 
2,313.56 26.58*** 
anizational .2
7 3 6,940.68 
Org
.02 4 590.99 
14 7. 75 1.70 
Personal O'I 
~ 
189 
Error 
* ? <.OS 
**,E_<-01 
** * ~ <.1)01 
70 
ake some contri
bution to 
l factors did mle the persona
variables. Wh
i
 was not signi
ficant. 
bution
ob satisfaction
, their contri
.Predicting for
 j
 
nteritem Corre
lations of SEA
I ction Questions
 
Questions with 
Satisfa
h emotional sup
.i:ort as 
ificant effect 
whic
Because of the
 sign
variable of job
 
ent 
estionnaire had
 on the depend
A qu
~asured by the
 SE
n itens on each
 of the 
elate the quest
io
was decided to 
corr
tisfaction, it his procedure sa urpose of t
re these variab
les. The p
instru~nts use
d to rreasu
easuring two di
stinct 
er the two instr
uments were m
heth
Was to detennin
e w  
n, or if they 
were in
nd job satisfac
tio
concepts , i. .e., emotional 
sup_EX:Jrt a
ent ways. High
 interitem 
iffer ~ o d I 
 one basic con
struct in tw
fact, measuring e measuring som
e I 
r ' 
 that the two i
nstruments we
tend to show
correlation wo
uld 
 
pt but in two d
ifferent ways.
nderlying conceu ion of the SEA 
and the Job 
tionnaire corre
lat
s
Results of inte
ritem que
s had very low 
fourteen of the
 SEA question
e showe~ that 
Satisfaction S
cal
questions rangi
ng from 
sfaction 
orrelations wi
th the job sati
interitem c
?OOa to ,27. tions did show 
motional sup_EX:J
rt (SEA) ques
 e
While the renai
ning eleven
derate range fro
m 
 correlations w
ere in the mo
teriten correla
tion, these
uestion 19 and in ween SEA q
 of .59 was bet
59. The highe
st correlation
.33 to . e individual's 
principal or 
efer both to thich r
Satisfaction q
uestion 5 wh
boss. 
fourteen of the
 
teritern correla
tions on 
Because of the
 low in
mining eleven,
 the 
re
 rooderate corre
lation on the 
questions and o
nly
t overlap in wh
at is 
here might be a
 sligh
that while t
results indica
te 
istinct concept
s 
o d
uirents do rreas
ure tw
red, basically
 the two instr
~asu
71 
emotional supp:>rt and job satisfaction, These findings suggest that while 
the large significant effect of emotional supp)rt on job satisfaction may 
be somehat less than what has been measured in this study, that the 
dinension of emotional supp)rt does in fact make a strong contribution in 
predicting for job satisfaction in public school teachers, 
72 
CHAPl'ER V 
CON:LU3IONS, DISCUSSION AND IMPLICATIONS 
Conclusions and discussion on the research questions are outlined in 
this chapter. Limitations of this particular study are summarized. 
Finally, implications for practice as well as implications for further 
research are presented. 
Conclusions and Discussions 
The first research question asked whether participation in 
decision-making, teaching anxiety, emotional supi:ort in school as well as 
job involverrent, years of teaching experience, age and sex affected job 
satisfaction in public school teachers. 
Findings presented in Chapter IV using simultaneous multiple 
regression analyses indicated that the seven independent variables chosen 
for this study were able to explain thirty-five percent of the variance in 
job satisfaction for a teacher sample. The analysis also indicated that 
four of the seven independent variables contributed significantly to the 
explained variance (R2 ) in job satisfaction. These four include: 1) 
errotional supJX)rt; 2) teaching anxiety; 3) participation in 
decision-making, and 4) age. Emotional supJX)rt in schools was the major 
contributor to variation in job satisfaction, explaining 28% out of the 35% 
variance. These results are consistent with previous studies (French and 
Caplan, 1973; Pinneau, 1975, 1978) on social supi:ort which found a positive 
asoociation between supi:ort and job satisfaction. The second highest 
predictor, participation in decision-making, explained an additional 3% 
with age explaining 1%. Results related to participation in 
73 
all 
studies by Li
scheron and W
ith 
e also consis
tent w
h 
decision-maki
ng ar t individuals 
wit
aplan (1973) w
ho found tha
197  well as Fren
ch and C
more positive
 
' 4) as eir work have 
isions about t
h
0 ity to partici
pate in dec
PI:orttm
. 
job attitudes e 35% variatio
n in 
les acccunted 
for 33% of th
Thus, these t
hree variab
on scores. 
job satisfacti e conclusion 
that 
rt for th
ggest strong 
supp::>
These finding
s su of 
elated to the
ir feelings 
re r
? or teachers "
8S much no
ernot f  ional supp::>rt
 this
ther variables
 chosen for 
e o
on with their
 jooo than th
satisfacti xplained nore
 than four 
ional supp::>rt 
variable e
st )t
udy. In fact
, the em s 
as the other 
six variable
job satisfacti
on variance 
t?  
:unes as much 
of the
hat the emoti
onal support 
lts indicated 
t
 addition, re
su
eachers' 
combined. In  in predicting
 t
tant than teac
hing anxiety
 more impor o have a 
dimension was  wh
ms to imply t
hat teachers
j?bs. This se
e
r 
ion with thei ntinue to find
 
satisfact
eir work envir
onnent co
rt in th
h ? pp::
>
gh degree of 
emotional su
i  anxiety is p
resent. 
el of teachingv
th tisfying even
 if a high le
eir jobs sa support for jo
b 
ortance of em
otional 
In looking at
 the imp
present an un
derlying 
t this variab
le may re
isfaction, it
 appears tha
sat ale teacher sa
mple. 
aninantly fem
aracteristic o
f a pred
neea which is
 ch r 
ndi vidual's b
asic need fo
2) refer to an
 i
d (197  
Hersey and Bl
anchar
uthors point o
ut that the
g; although t
he a
 a work settinin er in 
affiliation w
ith
r others and s
trong
me people tha
n fo
nds to be stro
nger for so
eed "te larger
 
n
use the study 
sample has a 
(p. 30). Bec
a
certain situa
tions" her sample, th
e 
well as is ba
sed on a teac
women to men 
as  the 
ProfOrtion of
  in
cterize a basi
c difference
 chara
e of emotiona
l sup_J:X)rt may
Variabl b settings to
 res pond to 
their jo
omen and teach
ers require 
Way that both
 w
74 
an underlying need that values interpersonal relationships. This 
conclusion is consistent with recent studies by Veroff, Douvan, and Kulka 
(1981), which found that women look for interpersonal satisfaction through 
work by enjoying the social integration that work provides. While the 
affiliative need behind emotional supp:,rt is basic to the individual's 
personality, whether or not a job can ireet that need if dependent on the 
organ.i.za tional structure of that setting. Findings fran the present study 
lead to the conclusion that when emotional supp:,rt is high in a teaching 
job envirorrnent, then job satisfaction will also be high. 
The second research question which addressed whether perceived 
organizational or personal factors were more influential in affecting job 
satisfaction was addressed using a hierarchical regression rrethod. 
Findings suggest supp:,rt for the conclusions that the organizational 
factor of emotional supp:,rt, participation in decision-making and job 
anxiety was the stronger contributor to job satisfaction in teachers than 
the personal factor of job involvement, years of teaching experience, age 
and sex. These results were consistent with previous studies (Herman & 
Hulin, 1972; O'Reilly & Roberts, 1976) which indicated that an individual's 
attitude towards work is more associated with the organizational 
characteristics of the job environment than the individual traits of the 
person. 
Of the four personal characteristics investigated in this study, only 
age showed a moderate relationship to job satisfaction. One explanation 
for this relationship between age and job satisfaction is that the study 
sample had a substantial number of mature teachers with a mean age of 
thirty-six to forty years. Teachers who had not been satisfied with their 
75 
jobs may have already changed to other professions, leaving those 
individuals who 1Nere rrore satisfied. It would appear, then, that within 
the teaching profession, those individuals who are dissatisfied at the 
early career stages quickly leave while the nore satisfied continue. 
The conclusion based on the findings for this last question emphasize 
the irnp:>rtance of organizational factors in predicting for job 
satisfaction. While job satisfaction does appear to be a canplex, 
interactive process based on both personal/need characteristics as well as 
the organizational envirorment, the current study concluded that for this 
teacher group, organizational factors 1,,1ere rrore influential than the 
personal factors, when predicting for job satisfaction. These results are 
consistent with other studies on teachers which concluded that while 
personal qualities are important, the work situation itself is also a major 
factor in job satisfaction (Hrebiniak and Alutto, 1972; Schackmuth, 1979). 
Results of this study suggest the need for managers of educational 
settings such as schools to be knowledgeable of organizational 
characteristics as well as to be skilled in applying organizational 
managerent principles to school settings. Such knowledge would be based on 
needed research in organizational psychology specifically related to school 
environirents. 
Limitations 
A number of biases in the sample preclude generalizing the results 
of this study to all public school teachers. One of these biases is that 
the sample was drawn only fran members of a specific suburban co.inty's 
Education Association. In addition, the voluntary nature of resp:>nding to 
76 
the questionnaire resulted in a self-selection factor for the study sample. 
I 
The limitations of an ex post facto design as well as the 
correlational nature of the study prevents making strong cause and effect 
staterrents about the relationships of the variables selected. Also, 
because of a moderate interitem correlation between some of the questions 
on the emotional supp:>rt instrurrent (SEA) and the job satisfaction scale, 
effect of emotional supp:>rt on job satisfaction may be slightly less than 
what has been rreasured in this study. 
Although the variables chosen for study were based on past research, 
the variables were dependent up:>n the perceptions of the resp:>ndents and 
did not measure objective elements relating either to the individual or the 
environrrent. 
The variables investigated were considered important in relationship 
to job satisfaction; however, they are not all inclusive. Further studies 
using a different or greater range of both personal and job-related 
variables are needed in order to verify the organizational/personal 
relationship. 
Impl ications for Practice 
Although much research and editorial emphasis lately has been given 
to job anxiety or stress as they relate to teachers, little empirical 
attention has been given to the organizational and personal factors which 
impact on the teacher's feelings of satisfaction with their jobs. Results 
from the present study indicated that organizational factors are 
substantially more important in relationship to job satisfaction in 
teachers than personal factors. This observation l e ads to some practical 
77 
implications for schools and the individuals who manage school 
environments. The major contribution of emotional support that this study 
indicated is that even if a job is challenging with a certain amount of 
anxiety or stress which teaching often is, emotional support in the 
envirorment is able to off-set the negative influences of the anxiety 
resulting in higher levels of job satisfaction. 
Because emotional support in school was the major contributor to job 
satisfaction with participation in decision-making as the second largest 
contributor, school administrators need to be knowledgeable about the 
organizational characteristics of the school environment and the impact of 
this environnent on the mental health of teachers. A recent study by 
Weiner, Vardi and Muczyk (1981) confirmed the importance of job and career 
satisfaction to mental health. Results fran their study suggested that the 
attitudes of satisfaction with v.ork may be an intervening variable between 
situational factors su:::h as job characteristics, supervisory style, pay and 
the mental health of employees. The principal who is able to appreciate 
individual differences as well as canmunicate an attitude of caring towards 
the teaching staff serves as a nodel for others in the school environment. 
One of the major aspects of emotional support is that the individual feels 
he/she is listened to and cared for, The principal as manager of the 
school envirorment might provide opportunities for teachers to be listened 
to as well as be helped in learning to listen to each other; thus, 
fostering a network of canmunication and caring. 
How a principal a~uires skills in fostering a caring v.ork 
envirorment is dependent on both a sele ction process as well as training. 
This study suggests that administrators be selected for their positions 
78 
rd for relat
ionships 
h indicates 
a high rega
c
based  a leadershi
p style whi
on umanistic 
gness to aa:
ruire nore h
or at 1  a readiness
 and willin
east
atti t u d
 es toward w
orkers. 
s well as 
ducate admi
nistrators a
 to e
al training 
programs
ial base in Form
wledge and e
xperient
oth a kno
in-serv. 
rovide b
ice programs
 could p
mension of s
taffing 
effective di
incipals wit
h the nore 
assisting p
r
ore efficien
t in task 
pal is far m
es. Even if
 the princi
responsibil
iti ob 
 emotional s
upport to j
he importanc
e of
functions recognition
 of t
blish other I or to esta
 the school 
administrat
ay encoorage
satisfaction
 m
this need. 
 the system 
to satisfy 
ers 
leadership w
ithin
rovide suppo
rt to teach
adership to 
p
 source of l
e
tant , 
Another imp
or
i ti  might initi
ate
 
Sueh an organ
 za on
 
rganizations
.
 or 
is the rofessional 
o
p l
f
ies within a 
school itse
nal opportun
it
mal educatio ed 
either throu
gh for h h are lis
ten
ong teac ers
 t at they 
e an
ings, a sens
info teacher gath
er
rma1 zation coul
d 
the professio
nal organi
red for. In
 addition, 
to and ca and 
e of emotion
al support 
he importancdate t th 
identify and
 vali  d to encoorage
 bo
 
rators an
d  t eac
h ers an 
oth administ ar 
deci ? n-making to 
b own particulsio their 
dimensions w
ithin 
 to meet the
se 
9raups to di
scover how
School setti
ng? 
the importan
ce of 
 other resul
ts showed 
port,
In addition 
to sup
pal who mana
ges and 
eachers . Th
e princi
isions for t
Participatio
n in dec sions 
s teachers to
 make deci
a way that a
llow
f in 
su.Perv:ises h
is staf ard the job.
 
a positive a
ttitude tow
ing fosters 
relevant to 
their teach
eachers to c
learly 
trator as we
ll as t
 the admini
s
requires  by the 
'I'his aspect dquately dec
ided
s can be mos
t a
 themselves 
which issue
define for
teach ers th ems elv
es. 
79 
Although the age variable r e l ated t o job satisfaction is beyond the 
direct control of the administrator, it is possible to supervise and 
supp:>rt teachers at the early crucial stages of their careers. By 
fostering canmunication at the ear ly stages of career development, 
principals may help teachers through the early struggles in the profession, 
thus, guaranteeing greater satisfact io n and increased intention to remain 
in the job. 
In summary, results could be u s ed to verify the imp:>rtance of mental 
health factors in relationship to teachers' attitudes toward their jobs. 
Particularly at a time in which there i s little job mobility either within 
or outside the teaching profession, it is vital that teachers who have 
already aa:ruired much knowledge and s kill in their jobs are allowed an 
opp:>rt\mity to teach in educational settings which foster their mental 
health as well as provide needed supp:>rt for new growth. Leadership both 
within and outside the educational s etting is needed to articulate and 
provide opp:>rt\.D'lities that recognize mental health issues related to 
teaching. 
Implications for Further Research 
The present study has suggested the imp:>rtance of emotional supp:>rt 
to job satisfaction, particularly for women teachers. Further research is 
needed to compare differences between men and women attitudes toward their 
jobs as well as the importance of factors such as decision-making and 
supp:>rt in relationship to job satisfact ion in these two groups. 
Additional research also needs to focu s on the "fit" between the 
individual teacher's need, the principal 's leadership style, and the school 
80 
environnent in relationship to job satisfaction. 
In particular, comparisons between elenentary and secondary school 
environnents with personal need factors of teachers as well as the size of 
school may yield some interesting results. Such results may be useful in 
career cainseling for teachers as well as staff development and 
organizational decisions. 
In locking at the area of emotional supp:>rt, continued studies 
investigating the interrelationship arrong teaching anxiety, supp:>rt and job 
satisfaction need to be conducted. One particular question is to detennine 
if emotional supp:>rt acts to "ruffer" against job dissatisfaction in a 
teacher sample. Further research in this area might also detennine the 
types of supp:>rt teachers find in their 1NOrk enviromrent and the 
relationship of this supp:>rt to teaching perfonnance. 
In addition, because of the exploratory nature of the present study, 
further studies ca.ild focus on detennining a more causal relationship among 
a few of the variables. 
Concluding, it would appear that continued research in the two major 
aspects of emotional supp:>rt and partic iaption in de cision-making in 
relationship to an objective perfonnance criterion as well as other mental 
health indices such as life satisfaction is needed. Attention could be 
directed at detennining the impact of teaching anxiety and job 
dissatisfaction on teachers' effectiveness in the classroom as well as the 
impact of supp:> rt on classroan perfonnance. 
APPENDIX A 
INTERVIEW SCHEDULE FOR TEACHERS 
PLEASE NOTE: 
Copyrighted materials in this docume
h na t ve not been filmed at the request 
t oh fe   author. They are available fo
c r onsultation, however, in the au
u thn oiv r'e sr  sity library. 
These consist of pages: 
P. 82-86 
P. 90-98 
University 
Microfilms 
International 
300 N. ZEEB RD .. ANN ARBOR . Ml 48106 1313) 761 -4700 
Introduction 
PLEASE DO 
I am intereste that there is support 
for them on their job dth your answers. All 
responses are strictl NOT PHOTO 
Personal Data 
1. What grade are yo 
2. How many years of ted? 
Interview on Supports 
3. When you feel tha or even just a bad day, 
what do you do to elf feel better? 
4. Is there anything that you do within your school that helps you after a hard day? 
5. When you are having a problem related to your work, do you find a need to go to 
a sympathetic person with whom you can talk? 
2. 
6. Is there someone to whom you can go? What is the nature of your relation-
ship with this individual? 
7. Are there individuals within your school that help you after a hard day? 
How do they help? What do they do for you? 
8. If you don't feel the need for a sympathetic person, what do you do after 
a particularly hard day at work? 
?n you
9 r presen_ t school? 
Can you explain 
. Do you feel value d an d cared for 
l.
if you have? 
What has made you feel this way, 
3 
10. Are t~ere specific individuals in your school that h ave made you feel 
especial l y valued and have made it easier to withstand a stressful day at 
work? What ro l e do these individuals play in your school? 
11. If y ou do not feel valued in your job, has i t affected your fee lings of 
satisfaction with teaching? How? 
12. Do you find that students provide you with emot ional support? How would you 
compare this support with that which you receive from others in the school? 
13. Choosing from the following six options, would you rank from most helpful to 
least helpful the kind of support which would enable you to fee l valued in 
your job, and which might make the job less stressful? 
more advice and information on teaching 
more listening and caring from the administration 
more mutual sharing and caring among fellow teachers 
---- more positive and satisfying feedback from students 
more valuing and caring from parents and the community 
---- more materials and s upplies 
r. ? -
4 
14. On a scale from 1 to 5 to what ex tend do y ou feel that you a re an important 
part of the school's network of relationships? 
not at all 
to a great extent 
1 2 3 4 5 
15. Are there specific people within your school who have helped y ou feel a part 
of the school, and if so, what role do these people play? 
16. What specifically have these people done that have made you feel a part of 
the school? 
17. Please rate the following individuals as to the extent to which they prov
y idou e  with emotional support on your job. 
Counselor not at all to a great extent 
1 2 3 4 5 
Librarian -not at all to a gr eat extent 
Principal not at all to a great extent 
Re.s.ou-r-ce-Teacher not at all to a great extent 
Secretary not at all to a great extent 
Students not at all to a great extent 
Teacher Coll.eague not at all to a great extent 
T~ J e..ader. not at all ---, to a great extent 
Vice Principal not at al1 to a gr e at extent 
Other (specify) not at all to a g r ea t ex ten t 
5 
e? 
ou would like t
o shar
18. her ideas or com
ments which y
Do You have any
 ot
APPENDIX B 
CCNER LETTER FOR STUDY 
UNIVERSITY OF MARYLAND 
COLLEGE OF EDUCATION 
COLLEGE PARK 207 42 
INSTITUTE R CHILD STUDY/DEPARTMENT O
F 
FO
HUMAN DEVELOPMENT 
301 -454 -2036 
February 3, 1982 
Dear Teacher, 
We need your help! With the_cooperation of _
the Mo~tgomery County 
Education Association I am conducting a stud
y on Job satisfaction in 
job satisfaction 
teachers. Enclosed;; a survey form on teach
ing and 
ke only approximately 20 minute~. Would you 
ple~se 
This survey should ta
~ak~ the time from your busy schedule to com
plete this survey and return 
it in the envelope provided? 
In order to insure confidentiality to M~EA ~e
m~e~s, the researcher 
. ied 
~ill not have access to .individual names ~or 
will 1ndivi~u~ls be identif
ponses. However, in order to facilitate foll
ow-up 
in any way by their res
would you pl ease send the enclosed postc~rd 
to MCEA separately from your ' 
esults, please 
~om~leted questionnaire? If you would .like 
a summary of r
indicate this on your postcard. oped 
Since teaching situations vary from school to
 school, it is h
d to recommendations which can enhance the jo
b and 
that results might lea
profession for many teachers. 
 of this study is very much dependent on gath
ering the 
. The accuracy
opinions of all; therefore, we urgently requ
est your participation in the 
study by promptly returning the completed for
m. 
If you have any questions, please call Joan D
odge at 202-966-6886 
ving you~ 
I appreciate your time and cooperation and lo
ok forward to recei
opinions. Thank you. Sincerely, 
2::::~10+ 
Doctoral Candidate 
Institute for Child Study 
inistrator, not a teacher, do not complete the
 form 
P.S. If you are an adm
~ut return it in the enclosed envelope with y
our name and current position 
i nd icated. Thank you. 
89 
APPENDIX C 
INSTRUMENTS COMPRISING STUDY 
QUESTIONNAIRE 
qo 
minnesota satisfaction questionnaire 
(short-form) 
Vocational Psychology Research 
UNIVERSITY OF MINNESOTA 
Copyright 1977 
::e: 
QOb 
Ask yourself : How satisfied am I with this aspect of my job? 
minnesot a satisfaction questionnaire Very Sat. means I am very satisfied with this aspect of my job. 
Sat. means I am satisfied with this aspect of my job . 
N means I can't decide whether I am satisfied or not with this aspect of my job. 
The purpose of this questionnaire is to give you a chance to tell how you feel about your present job, Dissat. means I am dissatisfied with this aspect of my job. 
what things you are satisfied with and what things you are not satisfied with . Very Dissat. means I am very dissatisfied with this aspect of my job. 
On the basis of your answers and those of people like you, we hope to get a better understanding of the Very Very On my present job, this is how I feel about Dissat. Dissat. N Sat. Sat. 
things people like and dislike about their jobs. 
1. Being able to keep busy all the time ? ? ? ? ? 
2. The chance to work alone on the job . ? ? ? ? ? 
On the next page you will find statements about your present job. 
3. The chance to do different things from time to time ? ? ? ? ? 
? Read each statement carefully. 4 . The chance to be "somebody" in the community . ? ? ? ? ? 
? Decide how satisfied you feel about the aspect of your job described by the statement. 5. The way my boss handles his/her workers ? ? ? ? ? 
6. The competence of my supervisor in making decisions ? ? ? ? ? 
Keeping the statement in mind: 
7 . Being able to do things that don't go against my conscience ? ? ? ? ? 
11
- if you feel that your job gives you more than you expected, check the box under Very Sat.'' 
8. The way my job provides for steady employment ? ? ? ? ? 
(Very Satisfied); 
9 . The chance to do things for other people ? ? ? ? ? 
what you expected, check the box under 11- if you feel that your job gives you Sat.
11 (Satisfied); 
l 0. The chance to tell people what to do ? ? ? ? ? 
-if you cannot make up your mind whether or not the job gives you what you expected, check 11. The chance to do something that makes use of my abilities ? ? ? ? ? 
the box under "N" (Neither Satisfied nor Dissatisfied); 
12 . The way company policies are put into practice ? ? ? ? ? 
- if you feel that your job gives you less than you expected, check the box under 
11Dissat.'' 
13. My pay and the amount of work I do ? ? ? ? ? 
(Dissatisfied); 
14. The chances for advancement on this job ? ? ? ? ? 
- if you feel that your job gives you much less than you expected, check the box under "Very 15. The freedom to use my own judgment ? ? ? ? ? 
Dissat.11 (Very Dissatisfied). 
16. The chance to try my own methods of doing the job [l ? ? ? ? 
17. The working conditions D ? ? ? ? 
? Remember: Keep the statement in mind when deciding how satisfied you feel about that aspect of 
18. The way my co-worke rs get along with each other n your job. ? ? ? ? 
19. The praise I get for doing a good job ? ? ? ? ? 
? Do this for all statements. Please answer every item. 
20. The fee ling of accomplishment I get from the job n ? ? ? ? 
Very Very 
Be frank and honest. Give a true picture of your feelings about your present job. Dissat . Dissat. N Sat. Sat. 
2 3 
Name, ________ ____ _ _________T oday's Date? _______ __ 
19_ 
Please Print 
TCHAS 
1. Check one: D Male D Female (Teacher Questionnaire) 
2. When were you born?_ ________ 19_ _ 
DIRECTIONS 
3. Circle the number of years of schooling you completed: 
Please read each question carefully. Answer every question, even 
if it seems vague to you or difficult to answer. Mark a check ( ? ) in 
Be sure the( ? ) falls well within _the 
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 only one box for each question. 
box and does not extend into another box. Do not spend too much time 
Grade School High School College Graduate or on each item . 
Professional School 
~ 
,~- -
.? ,- ~ 
,-
4. What is your present job called? __________________ ________  C: 113 Q) .? 
::, C: 0 C: .,... Q) V, 
s... 0-Q) V, ::, ~ 
Q) s... 0- 113 
> - 113 4 u Q) 
Q) -C: u s... 
3:: 
,-
z 0 LL. <( 
5. What do you do on your present job? ___________________________  
l. I feel calm and collected ( . ) ) ) ( ) ( ) 
when I think about holding 
parent-teacher conferences. 
2. If I have trouble answering ( ) ( ?) ( ) 
a student's question I find 
it difficult to concentrate 
on questions that follow. 
6. How long have you been on your present job? ____y ears ______m onths 
3. I feel uncomfortable when ( ) 
I speak before a group. 
7 . What would you call your occupation, your usual line of work? ______________  4. I feel calm when I am 
preparing lessons. 
5. I'm worried whether I am ( ) ( ) ( ) 
a good teacher. 
8. How long ha ve you been in this line of work? ._ ___y ears ______ months 6. I feel sure I find teach~ ) 
( ) 
ing a satisfying profession. 
7. I would feel calm and ( ) 
collected if a student's 
parent observed in my 
classroom. 
4 
>, >, 
,- ,-
.? >, 
C: ttl 
(]J C: .? 
::, 0 C: 
0- ?,- (]J s.. Vl (]J Vl ::, >, 
(]J s.. ttl 
> 4- u 
0- ttl 
(lJ 
(lJ 3: 
z -C-: 
u s.. ,-
0 LL. c::( 
8. I feel inferior to other teachers 
in my school. 
9. I feel that students will fo 11 ow ( 
my instructions. 
l O. I feel secure with regard to my ) ( ) ( 
ability to keep a class under 
control. 
l l. I'm less happy teaching than I ( ( ( ) 
thought I'd be. 
12. I feel nervous when I am being ( ( ) ( ) ) ' 
observed by my principal. 
13. I feel confident about my ability ( ) ( ) ( ) ) 
to improvise in the classroom. 
14. I feel other teachers think I'm ( ) ) ( ) ( ) 
very comp?etent. 
15. I feel panicky when a student asks ( ( 
me a question I can't answer. 
( 
16. I feel better prepared for teaching ) 
( ) ) 
than other teachers in my school. 
port with my students )
 
17. Lack of rap ( 
is one of my biggest worries. 
( 
18. I would feel anxious if the prin- ( 
ci pal informed me he was coming 
to my class to observe. 
19. I find it easy to speak up in the 
) 
) 
staff room. 
93 
>, 
,- >, ,-
.? 
>, 
C: <ti ,-
<lJ 
::::, C: 
.? 
er ..0.. . C: 
l- <lJ <lJ Vl ::::, Vl 
<lJ l- er >, <ti > 4- u <ti <lJ 
<lJ C: u ~ 
z ..... l- ,-0 LL <( 
20. I worry about being able to keep 
the students interested in what I 
t each them. 
21. I find it easy to admit to the 
class that I don't know the 
answer to a question a student 
asks. 
22. Deciding how to present i nfonnati on ( ) ( ) ( ) 
in the classroom makes me feel 
uncertain. 
23. I feel I have good recall of the ( ) ( ) 
things I know when I am in front 
of the class. 
24. I feel I am as competent in the ( ) ( ) ( ) ( ) 
classroom? as other teachers in 
my school. 
25. I'm concerned about how to use ( ) ( ) 
my t 'es ting of students as a useful 
indication of how affectively 
I'm teaching them. 
26. I'm worried that differences in 
background between my students 
and me prevent me from teaching 
effectively. 
27. I am certain that my own pe rs onal 
"hang-ups" do not hinder my 
teaching effectiveness. 
28. I'm uncertain whether I can te ll t he ( ) 
difference between really 
seriously disturbed students and 
those who are merely "goofing off" 
in class. 
PL EASE CONTINUE TO ~!EXT PAGE 
School Environment Assessment 
(SEA) 
Directions : Read e a ch i tem carefully and ch e ck(/ ) the box whi ch most a ccurate l y 
expresses your fee ling about the sta tement . There are no right or wron g respons es . 
Le t your own persona l experience de t ermine your answe r . Do not s p e nd too Much time 
o n each item. 
Pretty Almost 
Not very Occasionally much entirely 
o f ten true true true true 
1 . When I've had a hard day, I 
jus t want to be by myself. 
2 . I r e ceive positive feedback 
from my students . 
3. It is difficult to find 
another te a cher in my school 
to listen to me when I'm 
discouraged. 
4. My principal trusts my 
judgulP.nt ~ 
5. Parents seek my advice 
about their children. 
6. I feel lonely at work. 
7. My students like to talk 
with me . 
8. I feel listened to by the 
other teachers in my school. 
9. My principal cares about 
problems in my classroom. 
10. Parents are critical of 
my work. 
11. It helps when I share my 
concerns about teaching with 
someone else in my school. 
12. Students seem critical of my 
teaching. 
13. I have a fellow teacher who 
can be counted on to help me 
if I have a problem in my 
classroom. 
14. My principal and I talk over 
issues regarding the classroom 
that are important to me. 
QS 
Pretty Almost 
Not very Oc casionally much entirely 
o f ten true true true true 
1 5 . Parents see~ unconcerned about 
what happens to me in my 
c lassroom. 
16. I feel that I'm important and 
valued in my school. 
17. Students tend to interact 
with me on a personal basis. 
18. My colleagues are too busy to 
have time to talk to each 
other. 
19. I can count on my principal 
for help if I need it. 
20. I find that parents are 
supportive of what I'm 
doing with their children. 
21. It is difficult to find anyone 
in my school to listen to me 
when I'm discouraged. 
22. When I think about my relation-
ship with my students I feel 
very happy. 
23. After a hard day, it makes me 
feel better to seek out and 
talk with another teacher. 
24. It is difficult for my principal 
to listen to my concerns. 
25. Parents praise the job I'm doing 
with their children. 
PLEASE CONTINUE TO NEXT PA'.GE 
Job Involvement Scale 
DIRECTIONS 
The following items are comnents people have made or might 
make about their work. Please mark a check ( ? ) in the blank box 
which most closely resembles your own feelings about your job. 
Strongly Strongly 
Disagree Disagree Agree Agree 
1. I'll stay overtime ( ) 
to finish a job, even 
if I'm not ~aid for it . 
2. You can measure a 
person pretty well by 
how good a job he does. 
3. The major satisfaction 
in my life comes from 
my job. 
4. For me, mornings at 
work really fly by. 
5. I usually show up for 
work a little early, to 
get things ready. 
6. The most important things 
that happen to me involve 
my work. 
7. Sometimes I lie awake ) ) 
at night thinking ahead 
to the next day's work. 
8. I'm really a perfectionist ( ) 
about my work. 
Strongly Strongly 
Disagree Disagree Agree Agree 
9. I feel depressed when 
I fail at something 
connected with my job. 
10. I have other activities 
more important than my 
work. 
11. I live, eat, and breathe 
my job. 
12. I would probably keep 
working even if I didn't 
need the money. 
13. Quite often I feel like 
staying home from work 
instead of coming in. 
14. To me, my work is only 
a small part of who I am. 
15. I am very much involved 
personally in my work. 
16. I avoid taking on extra 
duties and responsibil-
ities in my work. 
17. I used to be more ambi-
tious about my work than 
I am now. 
18. Most things in life are 
more important than work. 
19. I used to care more about 
my work, but now other 
things are more important 
to me. 
20. Sometimes I'd like to kick 
myself for the mistakes I 
make in my work. 
PLEASE CONTINUE TO NEXT PAGE 
Index for Participation in Decision- Making for Teachers 
DIRECTIONS 
On the scale below, please circle the number that best describes 
your opinion about each statement . 
Strongly No Strongly 
Agree Agree Opinion Disagree Disagree 
l ? In general, how much say 5 4 3 2 I 
or influence do you have 
on what goes on in your 
job? 
2. Do you feel you can in- 5 4 3 2 I 
fluence the decisions of 
your principal regarding 
things about which you 
are concerned? 
3. Does your principal ask 5 4 3 2 I 
your opinion when a prob-
lem comes up that involves 
your work? 
4. If you have a suggestion 5 4 3 2 I 
for improving the job or 
changing the setup in 
some way, how easy is it 
for you to get your .ideas 
across to your principal? 
PLEASE CONTINUE TO NEXT PAGE 
---. 
qq 
Personal Data Form 
DIRECTIONS 
Please r espond to each item on thi s form by placing a check( ?) in 
the appropriate box. 
1. Please indicate the level on whi ch you are currently t eaching? 
Kindergarten - 3rd grade 
4th grade - 6th grade 
7th grad e - 9th grade 
10th grade - 12th grade 
2. How long have you been teach i ng in Montgomery County? yrs. mos. 
3. How many years have you been t eaching? 
0 - year ( ) 11 - 15 years ( ) 
2 - 5 years ( ) 16 - 20 year s ( ) 
6 - 10 years ( ) 20 and above ( ) 
4. What was your age on your las t birthday? 
20 - 25 years ( ) 41 - 45 years ( ) 
26 - 30 years ( ) 46 - 50 years ( ) 
31 - 35 years ( ) 51 - 55 years ( ) 
36 - 40 years ( ) 56 and above ( ) 
5. Please indicate your major res pons ibility by checki ng only one of 
the categories. 
Classroom t eacher ( ) 
Resource teacher ( ) 
Special Edu cation teacher ( ) 
Other 
6. Sex: Ma l e 
Female 
THANK YOU FOR TAKING THE TIME TO COMPL ETE THIS SURVEY. WOULD YOU PLEASE 
CHECK TO SEE THAT YOU HAVE ANSWERED ALL QUESTIONS ON EVERY PAGE? PLEASE PLACE 
THE SURV EY FORMS INTO THE SELF-ADDRESSED ENVELOPE PROVIDED AND SEND TO ME. 
MAIL THE POSTCARD TO MCEA INDICATING THAT YOU HAVE COMPLETED YOUR SURVEY. 
THANK YOU AGAIN. 
(()0 
AP:EENDIX D 
CORRELATION MATRIX OF VARIABLES 
APPENDIX D 
Correlation Matrix of Variables 
Job Years Age Sex Job Teaching Participation Emotional 
Satisfaction Teaching Involvement Anxiety in Support 
Decision-
makin 
b Satisfaction - .07 ? 07 .15 -.23 -.16 .46 .53 Jo
Years Teaching .07 - .64 ? 01 . 10 -.09 . 003 . 0 7 
Age ? 07 .64 - .13 . 02 -.03 -.10 -.0 4 
Sex .15 .01 . 13 - -.14 - . 02 .07 . 18 
Job Involvement -.23 .10 .02 - . 14 - -.14 -.27 - . 28 
Teaching Anxiety -.16 -.09 -.03 -.01 .14 - -.22 - . 49 
Participation in .46 .003 -.11 ? 07 -.23 -.22 - . 58 
Decision-making 
Total Errotional Support .53 .07 -.04 .17 -.28 -.49 .58 
,...._ 
J 
7 
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