Electronic Theses and Dissertations

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

School Psychology

Committee Chair

Emily Srisarajivakul

Committee Member

Jennifer Renick

Committee Member

Michelle Washington

Committee Member

Randy Floyd

Abstract

Understanding predictors of affective job satisfaction among teachers is essential for fostering positive school climates and retaining effective educators. While existing research has identified various predictors of teacher job satisfaction, many studies have not used a comprehensive model that includes both individual and job characteristics. Given the unique nature of the teaching profession, it is often examined separately from other occupations, with a tendency to treat the challenges of teaching as inherent and unchangeable aspects of the role. However, by applying a broader occupational lens, this study aims to view teaching through the same framework used to understand job satisfaction in other professions, focusing on modifiable job characteristics rather than accepting working conditions as fixed. This study explores how personality and job characteristics jointly predict job satisfaction for teachers. Participants included 545 K–12 general education teachers from public, private, and charter schools, recruited through social media groups and Prolific. Across tested measurement models, the Big Five personality traits did not significantly predict affective job satisfaction when satisfaction with job characteristics was also accounted for. In contrast, satisfaction with functional, financial, and relational job characteristics consistently significantly predicted affective job satisfaction across models: functional and financial satisfaction were significant positive predictors, while relational satisfaction was a significant negative predictor, suggesting complex dynamics in teacher relationships. These predictive patterns remained stable when age, experience, and gender were included as control variables. Limitations and implications for research and practice for administrators, school psychologists, and teachers are discussed.

Comments

Data is provided by the student

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access

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