IMPROVING TEACHER JOB SATISFACTION: EXAMINING RURAL SCHOOL CLIMATE STRATEGIES

Date

2022-12-01T06:00:00.000Z

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Abstract

Purpose: The purpose of this study is to explore effective strategies that principals in high-performing rural schools with low teacher turnover rates use to improve teacher job satisfaction. Research Method: A qualitative, multiple case study research design was executed through open-ended interviews with seven rural secondary school principals in Texas. Findings: The findings in this study indicated that rural principals transformed teacher job satisfaction by (a) enhancing teacher autonomy and empowerment, (b) building trustful relationships, (c) acknowledging teacher recognition, and (d) providing leadership support. In addition, this study found barriers that rural school principals face that impede teacher job satisfaction, such as uncontrolled mandates, salary, and class size. Conclusion: Findings suggest that maintaining positive relationships and open communication with teachers, empowering teachers and allowing teacher input and flexibility in the decision-making processes, praising teachers for their hard work, and providing leadership support to teachers are effective school climate strategies that increase teacher job satisfaction in the workplace. Furthermore, this study provides awareness of the common barriers that rural school principals face that impede teacher job satisfaction.

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Keywords

Educational Leadership, Education, Administration

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