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Recognition and Praise Relate to Teachers' Job Satisfaction
The purpose of this study was to examine the relationship that existed between job satisfaction and the perceived amount of informal non-monetary recognition received by teachers who worked with children of military families. The study began with an assumption that teachers needed to receive daily informal recognition as a means to increase their job satisfaction. Six research questions guided this investigation. What was the relationship between the perceived amount of non-monetary recognition teachers received from principals and job satisfaction as measured by the Job Satisfaction Survey and Teacher Recognition Questionnaire? Research questions two through five asked about the relationship between perceived non-monetary recognition teachers received from their team leaders, peers, students, and parents as it related to job satisfaction. The last research question asked, what was the relationship between the total perceived amount of informal non-monetary recognition teachers received from all recognition sources combined and job satisfaction? The population of this quantitative study included 1,700 teachers in two overseas military school districts. Six hundred and fifty-six teachers were randomly sampled with a return rate of 41 percent. The results revealed positive relationships existed between teacher job satisfaction and non-monetary recognition from each source. The recognition that principals provided to teachers had the strongest positive relationship to job satisfaction and was the best predictor of job satisfaction. The results demonstrated the importance of recognition from administrators and families in increasing job satisfaction among those teaching in schools provided to military families overseas. Orientation programs for teachers embarking on careers in schools provided for the military may be one important implication derived from these results. Implications for university administrator and teacher education programs include the need to add courses to their programs of study in providing effective non-monetary recognition and praise to teachers. School districts may need to modify their policies or strategic plans to include ways to present non-monetary recognition to teachers.
Educational administration|Occupational psychology
Bialopotocki, Rebecca N, "Recognition and Praise Relate to Teachers' Job Satisfaction" (2006). ETD collection for University of Nebraska - Lincoln. AAI3238255.