Abstract
The purpose of this study was to determine the differences between principals' perceptions of job satisfaction of secondary teachers and teachers' reported job satisfaction with hygiene and motivation factors identified by Frederick Herzberg. Relationships between hygiene and motivation job satisfaction factors and select demographic variables were also examined. Using a systematic structure, researcher-developed survey instruments were mailed to the principal and a teacher at each of 278 public high schools in California. Principals rated teacher's satisfaction factors and the teacher self-rated on the same satisfaction factors. A total of 173 surveys were returned with 78 usable same-school pairs. Survey instruments were based on Herzberg's motivation-hygiene theory and included specified demographic variables. Results indicate that teachers and principals tend to agree on the satisfaction level of teachers with hygiene and motivation factors. Overall self-reported job satisfaction of teachers appears to be higher than perceived by their principals. Correlations between demographic variables and teacher satisfaction with hygiene and motivation factors and overall job satisfaction were measured. As years of experience increased for female teachers, satisfaction with supervision, recognition, achievement, work itself and overall job satisfaction tended to decrease. There was no evidence of this with male teachers. As female teachers' absent days increased, satisfaction with supervision, policies, working conditions and responsibility tended to decrease. This was evidenced only with supervision for male teachers. Principal-assigned grades corresponded with increased satisfaction for all teachers with supervision, working conditions, interpersonal relations, achievement and overall satisfaction. It appeared that as the number of limited English students in class increased, dissatisfaction with opportunities for personal growth increased for male teachers. Implementation of supervision practices, system policies and operations should take into account teacher satisfaction with hygiene and motivation factors. Principals should use Systems Theory and quality improvement tools to enhance teacher hygiene and motivation factors and in implementing staff development. Support services must be in place to help teachers balance the often conflicting demands of work and life. An examination of chaos theory and its applicability to educational systems and the complexities of teaching and learning should be undertaken.