The purpose of the study was to determine if there were significant differences in the levels of job satisfaction of teachers of the deaf in residential and day school/class programs. Four selected subpopulations of these teachers were also compared.The Purdue Teacher Opinionaire was utilized to obtain teacher perceptions of job satisfaction. A questionnaire was utilized to obtain demographic data. Five major null hypothesis were tested by the multivariate and univariate analysis of variance.Findings1. Day school/class and residential school teachers of the deaf were found to be significantly different in levels of job satisfaction.2. Male and female teachers of the deaf were found to be significantly different in levels of job satisfaction.3. Normal hearing teachers of the deaf and deaf teachers of the deaf were found to be significantly different in levels of job satisfaction.4. Teachers of the deaf in various age groups were found to be significantly different in levels of job satisfaction.5. Teachers of the deaf with daily contact with deaf colleagues and those without daily contact with deaf colleagues were found to be significantly different in levels of job satisfaction.Conclusions1.The type of school (residential or day) does have an influence on job satisfaction levels of teachers of the deaf.2. There are significant differences in levels of job satisfaction between the following subgroups of teachers of the deaf: male and female; hearing and deaf; age ranges 20-25, 26-35, 36-45, and over 45; and teachers with daily contact with deaf colleagues and teachers without daily contact with deaf colleagues.

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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school. / Department of Special Education