Abstract
Purpose. The purpose of this study was to identify the factors perceived to be contributors to the job satisfaction and the job dissatisfaction of school secretaries in California public elementary schools using Herzberg, Mausner, and Snyderman's (1959) Two-Factor Theory of Motivation as a construct. The study investigated how these job factors could be enhanced or mitigated to increase job satisfaction. Methodology. This research study was descriptive in design. Forty-one elementary school secretaries from public elementary schools in San Bernardino County were randomly selected and interviewed. Data were collected using the critical incident technique. Data were analyzed through the use of qualitative measures. Findings. Data suggested that elementary school secretaries were satisfied with their jobs. They particularly enjoyed working around children and providing assistance to staff and parents. Although the school secretaries enjoyed assisting people, parents who yelled, cursed, and sometimes threatened them, reduced their enjoyment. The secretaries knew the importance of their work in the overall success of the school and worked hard to complete their tasks. They appreciated being thanked for their work and particularly enjoyed receiving small gifts or cards from children. The secretaries would appreciate immediate intervention from administrators when parents are treating them inappropriately. Principals could also assist secretaries by giving assignments well in advance of the due date. Conclusions. Elementary school secretaries work in an environment with constant interruptions and a variety of assignments. Individuals who work in these positions seem uniquely qualified to handle the complexities of the job and thrive on handling the myriad of responsibilities. Recommendations. The following recommendations are made to increase job satisfaction: (1) school districts must assist secretaries in dealing with volatile parents; (2) principals must control office confrontations; (3) school administrators should inform parents of disciplinary actions; (4) principals must prioritize office responsibilities; (5) districts with multitrack year round schedules should consider methods for relieving job stress caused by the repeated track changes; (6) districts and principals should make a practice of acknowledging and thanking secretaries for their positive contributions to the success of the school; (7) principals should evaluate job assignments and responsibilities and revise as needed.