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Analysis of a conceptual framework to express teacher job satisfaction

Scott G Butler, University of Nebraska - Lincoln


This study investigated the job satisfaction of teachers by examining the eight asset categories of Eklund (2008) that are in use increasingly by school districts in professional development activities. The assets include (a) support, (b) empowerment, (c) boundaries and expectations, (d) constructive use of time, (e) commitment to learning, (f) positive values, (g) social competencies, and (h) positive identity. In spring 2010, a survey designed to measure teachers’ experiences of the assets was sent to 348 teachers in 11 schools in four states. This 87-item survey consisted of scales representing the eight asset categories, job satisfaction, and a series of demographic items. Statistical analysis included a Cronbach’s Alpha to evaluate internal reliability of the scaled items, Pearson Correlation Coefficients to determine the relationship between the asset categories and job satisfaction measures, and multiple stepwise regression model to determine if the measures of teacher assets contributed to job satisfaction.^ I concluded from the study that the survey items are reliable, that there is a significant correlation (p < .001) between each of the eight asset variables and the measure of job satisfaction, and that the regression model explained approximately 39% of the variance in teacher-reported job satisfaction. Leaders of participating survey sites judged informal feedback from the data generated by this survey as helpful to their school professional development efforts. ^ This small-scale pilot process and resultant data analysis indicate the tool has significant promise to inform discussions and school improvement efforts related to teacher job satisfaction. The tool warrants further study at larger scale. Future research with this tool should consider the following recommendations. (1) The survey tool should be further refined. Additional analysis is needed to address the concern for collinearity. (2) Future studies should expand the data pool and include participants who have no known linkages to Search Institute and no knowledge of the 40 Developmental Assets. (3) Additional research should include analysis of how the survey tool performs in pre and post settings in order to determine its effectiveness as a tool in assisting school leaders with creating and implementing effective, measureable school improvement efforts.^

Subject Area

Education, Leadership|Education, Administration

Recommended Citation

Butler, Scott G, "Analysis of a conceptual framework to express teacher job satisfaction" (2010). ETD collection for University of Nebraska - Lincoln. AAI3427284.