Date of Award

3-2024

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Paul Michalec

Second Advisor

Norma Hafenstein

Third Advisor

Brette Garner

Keywords

Burn out, Extrinsic, Intrinsic, Job satisfaction, Retention, Teacher

Abstract

Teachers are quitting the profession in droves, leaving classrooms empty or overcrowded. As a result, students are receiving a sub-par education from unexperienced or underqualified teachers (Watling et al, 2010). Retaining teachers for more than five years is no small feat. Teachers face unrealistic expectations, chronic high stress, and mental and physical health problems that lead to widespread burnout. However, some teachers are able to overcome these obstacles and stay in the profession for long periods of time (Buric & Penzic, 2019). This study identifies the internal motivations and external factors that influence teacher job satisfaction and describes how those motivations and factors work together to influence a teacher’s behavior.

The theoretical framework for this narrative study is Social Cognitive Theory. The study reveals how the internal motivators and external factors a teacher faces influence job satisfaction in a post COVID 19 landscape.

Copyright Date

3-2024

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Katherine Treloar

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

139 pgs

File Size

2.1 MB

Discipline

Education

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