School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of School Culture

Abstract

This qualitative case study examined the perceived influence of school culture on the job satisfaction of novice teachers in one Massachusetts school district. Dinham and Scott’s “Three Factor Theory” of job satisfaction (1998) was utilized as a conceptual framework to guide the study. Data were gathered from interviews with novice teachers, school leaders, and district leaders as well as a document review. The results of the study found the job satisfaction of novice teachers was influenced by school culture, particularly collaborative practices and administrator visibility. Novice teachers reported that having either scheduled or spontaneous, to connect with colleagues assisted with building strong interpersonal relationships and enhanced job satisfaction as well as contributed to their growth as teachers. The school district appeared to have a strong culture of supportive relationships that contributed to high levels of job satisfaction for novice teachers. Thus continually examining the support of school leaders is recommended to sustain high job satisfaction.