Teachers’ job satisfaction, their professional development and the academic achievement of low-income kindergartners

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Anurika D. Ejimofor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Danielle Crosby

Abstract: As expectations for increased student performance mounts, there are limited sources of assistance for teachers who struggle to bridge the gap between the practices they engage in and students’ performance. This is particularly true for kindergarten teachers, who are currently being asked to do more with an increasingly diverse student population and calls for accountability. Given these challenges concerns exist about how satisfied teachers are with their job and whether the early academic achievement of children is being impacted by how they feel. Also of interest is whether children’s socioeconomic status and professional development for teachers moderate the hypothesized satisfaction-achievement link. A nationally representative sample of students was used to investigate these associations in the kindergarten year. Results show that teachers’ general job satisfaction is not significantly associated with students’ academic achievement. No significant associations were found between teachers’ professional development and students’ academic achievement. However, children’s socioeconomic status was significantly associated with students’ academic achievement. Recommendations for future studies are discussed.

Additional Information

Language: English
Date: 2015
Academic achievement, Job satisfaction, Kindergarten, Professional development, Socioeconomic status, Teacher
Kindergarten teachers $x Job satisfaction
Kindergarten teachers $x In-service training
Academic achievement $x Social aspects
Children with social disabilities $x Education
Poor children $x Education

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