Understanding Job Satisfaction

Abstract

This study explored various factors that affect teachers' and administrators' reported job satisfaction. The intent was to determine whether teachers and administrators in urban and suburban settings viewed job satisfaction differently. Factor analyses of job satisfaction data indicated that teachers and administrators perceive their jobs differently and that differences also exist within these groups when the urban and suburban contexts in which they work are considered. The major finding of this study is that job satisfaction is determined by both role and context. Thus the findings of this study imply specific action for enhancing satisfaction of educators based on role and contextual variables. The article concludes with a discussion of the findings in terms of implications for policymakers' behavior, actions, and policies.