Masters Theses

Date of Award

12-1987

Degree Type

Thesis

Degree Name

Specialist in Education

Major Professor

Terrence Powell

Committee Members

Gerald Cheek, George Wiegers Jr.

Abstract

The purpose of this study was to Investigate the relationship between the levels of motivation and the job satisfaction of vocational high school teachers. This study was to clarify to educators which areas and activities of the job of teaching give the most satisfaction and reward, and in which areas teachers are feeling the least amount of motivation.

Therefore, the findings in this study along with supporting data can provide educators with more insight into what motivates the teacher intrinsically, extrinsically and in general satisfaction. Also, more attention needs to be given to demographic data as administrators deal with personnel. Motivational needs change with such factors as age, sex, years of experience in the trade or subject area, tenure, job training and education, and length of employment as a teacher.

The sample population consisted of two hundred vocational teachers in a large metropolitan public school system in Tennessee. The data group was a random sampling of vocational teachers from each of the ten comprehensive high schools.

The instrument used was a questionnaire distributed to collect desired data and demographic information from the data group. The questionnaire used, the Minnesota Satisfaction Questionnaire, served as a good measure of job satisfaction as related to the levels of motivation.

The null hypotheses stated that there was no significant differences between the relationship of motivation and job satisfaction between female and male vocational teachers, among the four age factors of vocational teachers, among the various years of teaching experience, and among various levels of educational attainment by vocational teachers.

To the extent that the findings of this study were valid and reliable, and within the framework of limitations placed on this study, the following conclusions may be drawn.

1. Vocational teachers show the most job satisfaction in the areas of job activity, variety of work, job security, and social service. They enjoy working with students and feel they are performing a service for the community.

2. In the areas of supervision, vocational teachers are satisfied with the competencies and human relation aspects of the present leadership.

3. Vocational teachers show the least job satisfaction in the areas of compensation and job advancement, showing dissatisfaction with salary and opportunity for promotion.

4. Vocational teachers show overall job satisfaction with the female teachers more satisfied than the male teachers.

5. Vocational teachers are showing satisfaction in 87% of the aspects of the job and dissatisfaction in 13% of the aspects of teaching.

6. The area showing the most total general job satisfaction was the relationship of vocational teachers with co-workers.

7. Vocational teachers over fifty years of age are experiencing less job satisfaction, whereas, the younger teachers are demonstrating high levels of job satisfaction.

8. Beginning vocational teachers are demonstrating higher Ieveis of job satisfaction than teachers with over ten years of teaching experience.

9. Educational attainment had no measurable effect on the job satisfaction of vocational teachers.

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