WHDL - 00014708
WHDL - 00014708
In this mixed-methods study, charter school teachers in Idaho were surveyed and interviewed regarding perceptions of job satisfaction and factors that informed their decisions to stay at or leave their charter school job, using the Minnesota Satisfaction Questionnaire (short form), researcher designed questions regarding demographic information, and open-ended questions regarding reasons for staying at or leaving their charter school job.
The study found that Idaho charter school teachers experience an average degree of satisfaction with their work and that teachers who are newer to the profession or to the charter school setting do not experience levels of satisfaction as high as more veteran charter school teachers. Idaho charter school teachers cited high levels of satisfaction with intrinsic factors such as teacher autonomy, the ability to stay busy, variety in their work, steady employment, and the opportunities to use their own methods. Work factors with lower levels of satisfaction were pay for the amount of work they do, the way their principal handles employees and makes decisions, and the manner in which school policies are carried out. Participants cited coworker relationships, school culture, and strong administration as the most frequent reasons for staying in their job.
Implications of the study for charter school administrators and policymakers include charter school leader examination of hiring and recruitment practices and implementation of practices that reinforce teachers who are a “good fit” for the charter school, strengthening of teacher mentoring programs, compensation for additional job duties, ensuring processes that allow charter school teachers to advance in their job, implementation of practices that build staff camaraderie and support, retaining high levels of teacher autonomy within the classroom, and ensuring charter administrators are highly trained and mentored in best practices in school leadership, mission of the school, and culture building.
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