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dc.contributor.authorCypert, Chesley Baxter
dc.date.accessioned2014-03-04T18:18:37Z
dc.date.available2014-03-04T18:18:37Z
dc.date.issued2009-08
dc.identifier.othercypert_chesley_b_200908_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/cypert_chesley_b_200908_edd
dc.identifier.urihttp://hdl.handle.net/10724/25777
dc.description.abstractSeveral studies have found a positive correlation between teacher empowerment and levels of job satisfaction. Job satisfaction and empowerment have also been shown to influence teacher retention. The purpose of this study was to determine the relationship between career and technical education teachers’ reported job satisfaction and empowerment. The Minnesota Satisfaction Questionnaire was used to measure job satisfaction and the School Participant Empowerment Scale was used to measure empowerment. A total of 140 high school career and technical education teachers participated in this mail survey. A series of t tests and one-way analyses of variance revealed no statistically significant differences on job satisfaction or empowerment based on years of teaching experience or gender. Overall these teachers expressed relatively high levels of job satisfaction and empowerment. A statistically significant difference between the mid and very high levels of empowerment was found when compared with job satisfaction. In addition, a statistically significant positive correlation was found between job satisfaction and empowerment. Greater participation in decision making, one element of teacher empowerment, results in greater job satisfaction (Rice & Schneider, 1994). A consistent relationship was reported between overall job satisfaction and intent to remain (Brayfield & Crockett, 1955; Goetze, 2000; Porter & Steers, 1973). Job satisfaction of secondary career and technical educators was found to influence teachers’ decisions to leave the profession (Warr, 1991). Teacher job satisfaction can predict teacher retention and also determine teacher commitment, factors that affect school effectiveness (Shann, 1998). Results of this study could be used to inform administrators and other school personnel about the role of empowerment in determining job satisfaction for career and technical education teachers. This study may also provide support for increased teacher retention through an emphasis on teacher empowerment and job satisfaction. Creating a work environment which allows teachers to have influence and control of school and teaching policies leads to greater levels of job satisfaction and empowerment and ultimately, increased teacher retention (Shen, 1997).
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectJob satisfaction
dc.subjectEmpowerment
dc.subjectGeorgia High School Career and Technical Education teachers
dc.subjectTeacher retention
dc.subjectGender
dc.subjectYears of experience
dc.titleJob satisfaction and empowerment of Georgia high school career and technical education teachers
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorEducation
dc.description.advisorElaine Adams
dc.description.committeeElaine Adams
dc.description.committeeMyra Womble
dc.description.committeeWanda Stitt-Gohdes


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