The purpose of this study was to probe the attitudes of elementary teachers with respect to teacher autonomy, perceived and desired, and its relation to job satisfaction. It was also the purpose of this study to probe the attitudes of dissatisfied elementary teachers as to the nature and degree of their dissatisfaction. Specifically, the study was to answer the following research questions: (1) To what degree do elementary teachers perceive they have autonomy in their work, as measured on the Perceived Teacher Autonomy Scale, (2) To what degree do elementary teachers desire autonomy in their work, as measured on the Desired Teacher Autonomy Scale, (3) To what degree is there discrepancy between the perceived and desired degree of autonomy afforded elementary teachers in their work, as measured by the difference between scores on the Perceived Teacher Autonomy Scale and Desired Teacher Autonomy Scale, (4) What is the likelihood that elementary teachers who perceive low autonomy, but desire high autonomy, will experience low job satisfaction in their work as measured on the Job Satisfaction Scale, and (5) Is there a greater likelihood that elementary teachers who perceive low autonomy, desire high autonomy, and have low job satisfaction, will be planning to leave the teaching profession than teachers who have lower desire for autonomy and greater job satisfaction? Results from an initial questionnaire indicated that teachers who perceived low autonomy but desired high autonomy were less satisfied with their work than other teachers. In addition, these teachers indicated a greater likelihood of defection from teaching. Ten follow-up interviews further indicated that the areas of autonomy teachers were most concerned with were input into the decision making process that affects their classroom instruction and teacher evaluation as it relates to their professional development. Data gathered in this study clearly show the desire of teachers to have greater autonomy in their work. Such a lack of autonomy increased the likelihood of teacher defection. The findings indicate the need to address teacher job satisfaction and their implications for organizational and staff development.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-7343 |
| Date | 01 January 1988 |
| Creators | Muffs, Michael Lee |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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