Job Satisfaction of Physical Education Teachers in the Edmonton School Systems PDF Download

Author: Thomas J. Kendall
Publisher:
ISBN:
Category : Physical education teachers
Languages : en
Pages : 0

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Book Description
The primary purpose of the study was to identify the feelings of satisfaction and dissatisfaction of the physical education teachers of the Edmonton Public and Separate School Systems toward thirty-five selected job factors. Edwin Locke's Discrepancy Model was utilized to investigate the discrepancy between what teachers perceived as existing and what they preferred to exist with respect to the selected job factors, and to identify the relationship between this perceived discrepancy and their satisfaction responses. Finally, the teachers indicated the importance that they attached to each of the job factors. The data were collected by means of a four section instrument called "The Job Situation Questionnaire", which was distributed and returned by mail. Three sections of the questionnaire were used to identify the discrepancy, satisfaction, and importance responses to the thirty-five job factors. The fourth section was utilized to collect biographic and demographic information about the teachers and the schools in which they taught. Data analysis was achieved using the S. P. S. S. Frequency, One Way Analysis, and Pearson Correlation programmes. For the purpose of analysis, the job factors were grouped into four categories - the instructional program, the extracurricular program, the- psychological needs category, and the general environmental category. A ranking of the mean satisfaction scores indicated that the teachers were most satisfied with the psychological need category and showed decreasing satisfaction with the instructional program, the environmental category, and the extracurricular program, respectively. A ranking of the mean discrepancy scores, however, indicated an inverse order of the categories. The highest mean discrepancy was the extracurricular program and the discrepancy scores decreased for the environmental category, the instructional program, and the psychological need category. This inverse relationship lends support to Locke's theory which purposes that as discrepancy decreases, satisfaction increases, and vice versa. The theory was further supported when a negative relationship was found to exist for correlations between the responses received for the thirty- five factors on the discrepancy and satisfaction questionnaires. When the teachers were grouped for biographic and demographic variables, significantly different group responses were recorded for the instructional program. Senior high school teachers showed more satisfaction and less discrepancy than junior high school teachers; teachers in schools with large enrollment (1,000 plus) and large physical education departments (6 plus teachers) were more satisfied and showed less discrepancy than teachers in schools with small enrollments (350 to 750 students) and small physical education departments (1 to 3 teachers); teachers between the ages of 29 to 36 years were more satisfied and showed less discrepancy than teachers between the ages of 21 to 28 years; and teachers teaching in grades ten to twelve were more satisfied and showed less discrepancy than teachers teaching in grades seven to nine. With respect to the importance responses, the teachers regarded the instructional program as being the most important followed by the psychological needs category, the extracurricular program, and the environmental category.