Date of Award

4-1-2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Kay A. Keiser

Abstract

School culture has a profound effect on both students and staff. As schools face the challenge of continuous improvement and raising student achievement, positive school culture can be the leverage schools need to take the next step in a positive direction. Teacher job satisfaction is often not the focus when student achievement is discussed, schools may be overlooking a very important factor. In this study, the perception of teacher’s job satisfaction was measured in 2013 based on the 40 Developmental Assets Framework. Grounded on the data collected, intentional cultural developmental strategies and structures were implemented by the leadership team. Then the teacher’s perceptions were measured again in 2014 to determine any impact. Within the study the teacher’s career cycles, based on years of experience, were examined. In doing so, novice teachers and experienced teachers were compared in their responses. Overall findings indicate a growth in both groups of teachers in their school workplace satisfaction. The growth of the novice teachers was greater than the experienced teachers. This study may provide a process for other schools to follow with the hope of positively impacting teacher job satisfaction and school culture. Job satisfaction continues to need further study.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2015 Scott H. Ingwerson.

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