Date of Award
6-10-2015
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Ann Robinson
Abstract
This mixed-methods research study examined the job satisfaction of teachers of the gifted in a southern state to determine if the factors of perceived organizational support, teachers' sense of autonomy, and teachers' self-efficacy significantly predict job satisfaction for teachers of the gifted. The teachers are from a state that mandates services to identified gifted students, partially funds the services, requires teachers who provide gifted services to have graduate courses in gifted education, and evaluates services to students with gifts and talents. The open-ended responses of the teachers responding to the survey who have high job satisfaction and those identifying as having low job satisfaction were analyzed qualitatively to determine how the factors contribute to their job satisfaction or dissatisfaction. The identified factors of perceived organizational support, teacher autonomy, and teacher efficacy were significant in predicting job satisfaction, and the qualitative data provided insight into policies that could provide more support for teachers of students with gifts and talents. Greater support for teachers of the gifted could result in improved services to these students.
Recommended Citation
Stein, Mary Kathryn Kathryn, "Factors Affecting the Job Satisfaction of Teachers of the Gifted: A Mixed Methods Study" (2015). Theses and Dissertations. 586.
https://research.ualr.edu/etd/586
