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The Role of School Environment in Teacher Dissatisfaction Among U.S. Public School Teachers

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  • Cara M. Moore

Abstract

This article discusses the relationship between the school environment and teacher dissatisfaction utilizing the 2007-2008 School and Staffing Survey. The school environment is defined through a social-ecological perspective which takes into account the hierarchical nature of schools. Teacher dissatisfaction was quantified through a composite of variables that asked teachers about their overall feelings regarding the profession. A logistic regression was performed with teacher dissatisfaction as the criterion variable, and school environment variables and teacher background variables as predictors. School environment played a statistically significant role in the dissatisfaction of teachers. Specifically, teacher autonomy and principal leadership decreased the odds of teacher dissatisfaction, while student and community problems increased the odds of teacher dissatisfaction. Once school environment was taken into account, the log odds of teacher race, middle school status, and rural school locale increased while remaining statistically significant.

Suggested Citation

  • Cara M. Moore, 2012. "The Role of School Environment in Teacher Dissatisfaction Among U.S. Public School Teachers," SAGE Open, , vol. 2(1), pages 21582440124, January.
    • Handle: RePEc:sae:sagope:v:2:y:2012:i:1:p:2158244012438888
    DOI: 10.1177/2158244012438888
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    Cited by:

    1. Brian R. Evans & Jacqueline Leonard, 2013. "Recruiting and Retaining Black Teachers to Work in Urban Schools," SAGE Open, , vol. 3(3), pages 21582440135, September.

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