Factors in Job Satisfaction of High School Mathematics Teachers in Bexar County

Date of Degree


Document Type


Degree Name

Doctor of Philosophy (PhD)




Judith Beauford


Jessica Kimmel


Elizabeth Kreston


David Splitek


In a survey of 100 high school mathematics teachers, this study investigated what personal and institutional characteristics were present when job satisfaction was higher. The qualitative data obtained through three individual interviews and one focus group was used to confirm and strengthen the quantitative results. In comparing the sample teachers job satisfaction to the national norm of employees in the public sector, these teachers rated their job satisfaction significantly lower in regard to benefits, coworkers, and conditions of work, although there was no significant difference in total job satisfaction. A factor analysis done to reduce the number of facets pointed to contingent rewards, communication, and salary as the facets that best predict total job satisfaction. A regression using these three facets proved highly significant. Personal characteristics did not result in any significant differences in total job satisfaction. The teachers with less teaching experience rated supervision higher. Using school and district characteristics revealed that teachers in small districts rated conditions of work and communications at work higher. The teachers in schools with minority enrollment below the county minority population rated the facets of coworkers and communications as well as total job satisfaction higher. As to the teachers in schools with economically disadvantaged student population above the state’s, the facets of coworkers and communication were rated lower. The interviews and focus group affirmed that salary is important to teachers as well as contingent rewards and communications at work are of great importance to teachers.

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