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Article Critique: Why Do They Stay Elementary Teachers' perceptions of Job Satisfaction and Retention - Essay Example

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Name: Course Number: Critiques #: Beverly A. Perrachione, Vicky J. Rosser, & George J. Petersen. "Why do they stay? elementary teachers' perceptions of job satisfaction and retention" From the journal: The Professional Educator 2008, Vol 32 #2. pages 1-17…
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Article Critique: Why Do They Stay Elementary Teachers perceptions of Job Satisfaction and Retention
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"Article Critique: Why Do They Stay Elementary Teachers' perceptions of Job Satisfaction and Retention"

Extrinsic factors such as salary and work overloading do not necessarily cause instructors to leave their careers and seek work in another field. The feeling of being satisfied and fulfilled with their work would be a stronger factor for retention or staying as an instructor than either salary or work overload or the combination of both. The results came from a large sample size, but by making similar tests in other states this could make the conclusion much more solid and with much more confidence. This study has the purpose of identifying variables that influence the job satisfaction of Missouri public school teachers from kindergarten levels up to the fifth grade, as well as to determine how much such variables could influence their intent on remaining in their careers (Perrachione, Rosser, & Petersen, 2008). Also, by being able to summarize or tally such variables, the researchers were expecting to have a better understanding on the idea of how internal motivators could persuade instructors to either remain as teachers or pursue other careers, other than monetary motivation. It was explained in the conceptual framework that certain factors such as the teachers’ job satisfaction, commitment to stay in the teaching profession, demographics as well as other intrinsic and extrinsic factors were used during the survey interviews conducted. The whole sample group consisted of teachers in that profession for at least five years. Of the 300 randomly-selected teachers in Missouri public schools that were selected to participate, 201 respondents that were able to send their survey sheets were able to generate the three most likely motivators for instructors to remain as teachers and take teaching as a career (Perrachione, Rosser, & Petersen, 2008). Satisfaction ratings were used to measure the respondents’ intent to be retained or their commitment to their work, using 7 or 5-point scales from strongly agree (7) to strongly disagree (1). The results were analyzed using multiplied linear regression by SPSS in order to find the linear combination of independent variables and the dependent variables, as well as to examine the contribution of each variable. Demography and profiles of the respondents were summarized as follows: 92% of the teachers were females; 98.5% were Caucasians; 84% were married; 33.3% were within the ages of 46-55; 62.7% had a Master’s degree; and 34.3% taught for around 5-10 years (Perrachione, Rosser, & Petersen, 2008). Open-ended questions were given at the end of the survey questions, and the top three most mentioned reasons for teaching were: 1) working with students; 2) personal teaching efficiency; and 3) job satisfaction. In addition to that, some teachers mentioned having good students, a positive school environment and a small class size also adds up to their positive motivations in teaching. Roughly 88% of the respondents were “very satisfied” or “somewhat satisfied” with their jobs as teachers, and for those who were either “neutral” or “dissatisfied” in any way, their top reasons for being such were: 1) role overload/ additional work aside from teaching; 2) low salary; and surprisingly, 3) lack of support from the students’ parents (Perrachione, Rosser, & Petersen, 2008). They say that learning becomes somewhat hindered, mostly due to the lack of follow up from the parents, and not being able to motivate their children could seriously prevent the students from doing their best at school. After Read More
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