Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Second Advisor
Carroll Bronson
Committee Members
Nicole Covey
Call Number
LD 251 .A566d 2024 A76
Abstract
The problem addressed in this qualitative study is the rise in teacher job dissatisfaction and low rates of retention, which has resulted in a significant increase in teacher vacancies in school districts across the United States. The purpose of this study was to describe and understand the lived experiences of early-career secondary teachers with organizational constraints and supports as related to job satisfaction. This study’s guiding theoretical framework was the Job Demands-Resources Theory. Using a phenomenological approach, 13 early-career secondary teachers in northeast Tennessee were interviewed individually. A deductive and inductive analysis of data answered the research questions of the study and produced the following four themes: lack of administrative communication and support, an increased workload due to lack of materials and scheduling, colleagues as mentors and support system, and guidance and support through a prescribed curriculum. These results have implications for school administrators because if it is understood which constraints and supports most affect early-career secondary teachers’ job satisfaction then shifts can be made in organizational practice to improve job satisfaction and teacher retention.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Arnold, Jaime Lee, "A Qualitative Study of Early-Career Secondary Teachers' Experiences with Organizational Constraints and Supports as Related to Job Satisfaction" (2024). Student Theses and Dissertations. 47.
https://arch.astate.edu/all-etd/47
