Date Approved

5-4-2004

Embargo Period

4-20-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Second Advisor

Dihoff, Roberta

Subject(s)

Job satisfaction; Teachers--Job stress

Disciplines

Educational Psychology

Abstract

As job satisfaction in adulthood has become an important source of personal fulfillment, research in this area has increased in recent years. Teacher job satisfaction and burnout are among the most important factors contributing to the problem of teacher retention. The purpose of the present study was to determine whether years of teaching experience is a predictive factor of job satisfaction and burnout. The study included 60 participants ranging in teaching experience from 1 year to 44 years. It was hypothesized that teachers who have been in the profession for 1-2 or 3-10 years will be less satisfied and will have lower rates of burnout than teachers who have been in the profession 11-19 and 20 or more years. It was also hypothesized that teachers who have scored high on the burnout scale will have lower scores on the Rotter locus of control scale. A two-way analysis of variance (ANOVA) and the Pearson correlation were used to determine significance. Statistical analysis determined that each of the null hypotheses be accepted. The results of the present study support some of the previous research which found that years of teaching experience was not a significant predictor of teacher job satisfaction and burnout.

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