Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions

Ke Wang; Zhuo Chen; Wen Luo; Yeping Li; Hersh Waxman

doi:10.29333/ejmste/89516

Full Text (PDF)

Ke Wang ¹ ^*, Zhuo Chen ¹, Wen Luo ¹, Yeping Li ¹, Hersh Waxman ¹

More Detail

¹ Texas A&M University-College Station, Texas, USA^* Corresponding Author

Abstract

This paper examines the differences between the job satisfaction of STEM and non-STEM novice teachers with leaving intentions (hereafter STEM NTLI) by analyzing School and Staffing Survey 2011–12 data. The results of multiple regression analyses and various Z-tests show that support from the school and collaboration with colleagues are strong predictors for STEM and non-STEM NTLI. STEM NTLI focus more on professional development, autonomy in teaching, and the behavior of their students, whereas non-STEM NTLI focus more on participation in school policies. The implications for teachers and teacher educators are also discussed.

Keywords

Job Satisfaction
leaving intentions
non-STEM teachers
STEM teachers

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 6, 2329-2341

https://doi.org/10.29333/ejmste/89516

Publication date: 25 Mar 2018

Article Views: 3216

Article Downloads: 1834

Open Access References How to cite this article

References

Angelle, P. S. (2010). An organizational perspective of distributed leadership: A portrait of a middle school. Rmle Online, 33(5), 1-16. https://doi.org/10.1080/19404476.2010.11462068.
Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. M. (2013). Cross-validation of the Norwegian Teacher’s Self-Efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69-78. https://doi.org/10.1016/j.tate.2013.01.002.
Baker, W., & Keller, J. (2010). Science Teacher and Researcher (STAR) Program: Strengthening STEM education through authentic research experiences for preservice and early career teachers. Peer Review, 12(2), 22-26.
Berry, B., Hoke, M., & Hirsch, E. (2004). The search for highly qualified teachers. Phi Delta Kappan, 85(9), 684-689.
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37, 662-683.
Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409. https://doi.org/10.3102/0034654308321455.
Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20478.
Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 645-673.
Cerit, Y. (2009). The effects of servant leadership behaviors of school principals on teachers’ job satisfaction. Educational Management Administration & Leadership, 37(5), 600-623. https://doi.org/10.1177/1741143209339650.
Clogg, C. C., Petkova, E., & Haritou, A. (1995). Statistical methods for comparing regression coefficients between models. American Journal of Sociology, 100(5), 1261-1293.
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
Darling-Hammond, L., & Sykes, G. (2003). Wanted, a national teacher supply policy for education: The right way to meet the” highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http://epaa.asu.edu/epaa/v11n33/.
Duyar, I., Gumus, S., & Bellibas, M. S. (2013). Multilevel analysis of teacher work attitudes: The influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700-719. https://doi.org/10.1108/IJEM-09-2012-0107.
Edgar, E., & Pair, A. (2005). Special education teacher attrition: It all depends on where you are standing. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 28(3-4), 163-170.
Goldring, R., Taie, S., & Riddles, M. (2014). Teacher attrition and mobility: Results from the 2012–13 teacher follow-up survey. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014077.pdf.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381-391.
Harrell, P. E., & Jackson, J. K. (2004). Redefining teacher quality: Myths of No Child Left Behind. Teacher Education and Practice, 17(2), 131-145.
Hodge, G. M., Jupp, J. J., & Taylor, A. J. (1994). Work stress, distress and burnout in music and mathematics teachers. British Journal of Educational Psychology, 64(1), 65-76.
Hotelling, H. (1940). The selection of variates for use in prediction with some comments on the general problem of nuisance parameters. The Annals of Mathematical Statistics, 11(3), 271-283.
Hutchison, L. F. (2012). Addressing the STEM teacher shortage in American schools: Ways to recruit and retain effective STEM teachers. Action in Teacher Education, 34(5-6), 541-550. https://doi.org/10.1080/01626620.2012.729483.
Ingersoll, R. (2003). Is There Really a Teacher Shortage? CPRE Research reports. Retrieved from http://repository.upenn.edu/cpre_researchreports/37.
Jones, G., Dana, T., LaFramenta, J., Adams, T. L., & Arnold, J. D. (2016). STEM TIPS: Supporting the beginning secondary STEM teacher. TechTrends, 60(3), 272-288. https://doi.org/10.1007/s11528-016-0052-5.
Kelly, S. (2004). An event history analysis of teacher attrition: Salary, teacher tracking, and socially disadvantaged schools. The Journal of Experimental Education, 72(3), 195-220.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237.
Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28(1), 5-42.
Liu, X. S. (2007). The effect of teacher influence at school on first-year teacher attrition: A multilevel analysis of the Schools and Staffing Survey for 1999–2000. Educational Research and Evaluation, 13(1), 1-16. https://doi.org/10.1080/13803610600797615.
Liu, X. S., & Meyer, J. P. (2005). Teachers’ perceptions of their jobs: A multilevel analysis of the teacher follow-up survey for 1994-95. Teachers College Record, 107, 985-1003.
Marder, M., Brown, R. C., & Plisch, M. (2017). Recruiting teachers in high-needs STEM fields: A survey of current majors and recent STEM graduates. Retrieved from American Physical Society: http://www.aps.org/policy/reports/popa-reports/upload/POPASTEMReport.pdf https://doi.org/10.1119/1.4981053.
Meek, A. (1998). America’s Teachers: Much to Celebrate. Educational Leadership, 55(5), 12-16.
Mollenkopf, D. L. (2009). Creating highly qualified teachers: Maximizing university resources to provide professional development in rural areas. The Rural Educator, 30(3), 34–39.
National Center for Education Statistics (NCES) (2016). Schools and staffing survey (SASS). Retrieved from https://nces.ed.gov/statprog/handbook/pdf/sass.pdf.
National Science and Technology Council (2013). Federal science, technology, engineering, and mathematics (STEM) education 5-year strategic plan. Retrieved from https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf.
Paternoster, R., Brame, R., Mazerolle, P., & Piquero, A. (1998). Using the correct statistical test for the equality of regression coefficients. Criminology, 36, 859-866.
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37-54.
Perie, M., & Baker, D. P. (1997). Job satisfaction among America’s teachers: Effects of workplace conditions, background characteristics, and teacher compensation. Statistical Analysis Report. Washington, DC: U.S. Department of Education. Retrieved on August 4 2017 from http://files.eric.ed.gov/fulltext/ED412181.pdf.
Perrachione, B. A., Petersen, G. J., & Rosser, V. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. The Professional Educator, 32(2), 25-41.
Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365-378. https://doi.org/10.1108/IJEM-04-2013-0053.
Shann, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92(2), 67-73.
Shen, J., Leslie, J. M., Spybrook, J. K., & Ma, X. (2012). Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003-04. American Educational Research Journal, 49(2), 200-230. https://doi.org/10.3102/0002831211419949.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524. https://doi.org/10.1016/j.tate.2008.12.006.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001.
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001.
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0.
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681-714.
Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87(2), 245-251.
Stevenson, H. J. (2014). Myths and motives behind STEM (science, technology, engineering, and mathematics) education and the STEM-worker shortage narrative. Issues in Teacher Education, 23(1), 133-146.
Stockard, J., & Lehman, M. B. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40, 742-771.
Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. The Journal of Experimental Education, 63(3), 217-230.
Tickle, B. R., Chang, M., & Kim, S. (2011). Administrative support and its mediating effect on US public school teachers. Teaching and Teacher Education, 27(2), 342-349. https://doi.org/10.1016/j.tate.2010.09.002.
Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308-331.
Walker, W. D., Garton, B. L., & Kitchel, T. J. (2004). Job satisfaction and retention of secondary agriculture teachers. Journal of Agricultural Education, 45(2), 28-38.
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005.
Ware, H. W., & Kitsantas, A. (2011). Predicting teacher commitment using principal and teacher efficacy variables: An HLM approach. The Journal of Educational Research, 104(3), 183-193. https://doi.org/10.1080/00220671003638543.

How to cite this article

APA

Wang, K., Chen, Z., Luo, W., Li, Y., & Waxman, H. (2018). Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2329-2341. https://doi.org/10.29333/ejmste/89516

Vancouver

Wang K, Chen Z, Luo W, Li Y, Waxman H. Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions. EURASIA J Math Sci Tech Ed. 2018;14(6):2329-41. https://doi.org/10.29333/ejmste/89516

AMA

Wang K, Chen Z, Luo W, Li Y, Waxman H. Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions. EURASIA J Math Sci Tech Ed. 2018;14(6), 2329-2341. https://doi.org/10.29333/ejmste/89516

Chicago

Wang, Ke, Zhuo Chen, Wen Luo, Yeping Li, and Hersh Waxman. "Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2329-2341. https://doi.org/10.29333/ejmste/89516

Harvard

Wang, K., Chen, Z., Luo, W., Li, Y., and Waxman, H. (2018). Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2329-2341. https://doi.org/10.29333/ejmste/89516

MLA

Wang, Ke et al. "Examining the Differences between the Job Satisfaction of STEM and Non-STEM Novice Teachers with Leaving Intentions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2329-2341. https://doi.org/10.29333/ejmste/89516