Abstract
Purpose. The purpose of this study was to identify the job factors that were satisfying and the job factors that were dissatisfying for mentor teachers and for classroom teachers to determine whether or not mentor teachers experience higher levels of job satisfaction than their colleagues who are solely classroom teachers. Methodology. A questionnaire survey was conducted of 50 mentor teachers and of 54 classroom teachers from four southern California school districts to determine the level of job satisfaction of each group. The Teacher Job Satisfaction Questionnaire developed by Lester assessed job satisfaction in the following job factors: supervision, recognition, responsibility, relationship with colleagues, working conditions, advancement, work itself, security, and pay. Findings and conclusions. (1) Mentor teachers and classroom teachers experienced satisfaction from assuming responsibility for job-related tasks, personal relationships with colleagues; and the autonomy that the work itself allows. Mentors were satisfied with job security policies related to tenure, seniority, and dismissal. (2) Both groups were dissatisfied with the annual income received, limited opportunity for advancement, displeasing working conditions that relate to physical plants and to administrative policies, limited assistance from supervisors, and the infrequent recognition for successful teaching. Classroom teachers were dissatisfied with the security factor. (3) Mentors were significantly less dissatisfied with recognition and advancement than were classroom teachers. Mentors receive more attention and opportunities for promotion than their counterparts. (4) Age affected perceptions toward specific job factors. Mentors 50 and over were significantly more satisfied with relations with colleagues than were mentors 49 and under; mentors 49 and under were significantly less dissatisfied with pay than were classroom teachers 50 years of age and over. (5) Mentor teachers and classroom teachers described "sharing" as the most favorable aspect of the mentor position. Mentor teachers described the "heavy workload" as the least favorable aspect of the mentor position; classroom teachers described the least favorable aspect of the position to be "being out of the classroom." Recommendations. (1) Policies should be formed to enable mentor programs to be designed focusing upon increasing job satisfaction for mentor teachers. (2) Mentor teachers should be recognized for their contributions. (3) Adequate funding should be provided to include support personnel for the program. (4) Recommendations were made for future studies.