Date of Award
5-1989
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching & Learning
Abstract
The purpose of this study was to identify and explore the relationships among school climate, teacher satisfaction, and professional growth and development attitudes as perceived by high school teachers. The study also provided school climate, teacher satisfaction, and teacher professional growth and development attitude profiles.
The NASSP School Climate Survey was used to measure the schools' climate profiles. The NASSP Teacher Satisfaction Survey was used to measure the affective perceptions of secondary teachers of their work environments. The Teacher Professional Growth and Development Attitude Scale was used to measure teachers' professional growth and development attitudes.
One hundred seventy-three teachers in four high schools participated in the study.
The climate profiles of the four schools were generally typical with subscale rankings falling within the nationally normed average range. The satisfaction profiles of the four schools were generally typical with subscale rankings falling within the nationally normed average range. Teachers in the four schools exhibited strong patterns of agreement about and affect toward professional growth and development.
There was an overall significant positive correlation (p $
There was an overall significant positive correlation (p $
There was an overall significant positive correlation (p $
This study suggested that growth is related to climate and satisfaction. While it is not clear from the data precisely how to get one from the other, the general relationship is clear and consistent.
Recommended Citation
Craig Kabes, Sharon E., "The Relationship Among Teacher Satisfaction, School Organizational Climate, and Professional Growth and Development Attitudes of High School Teachers" (1989). Theses and Dissertations. 833.
https://commons.und.edu/theses/833