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The relationship between job satisfaction of selected Wisconsin teachers and the implementation of the Madeline Hunter Skills for Effective Teaching Model
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The relationship between job satisfaction of selected Wisconsin teachers and the implementation of the Madeline Hunter Skills for Effective Teaching Model
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The relationship between job satisfaction of selected Wisconsin teachers and the implementation of the Madeline Hunter Skills for Effective Teaching Model
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Dissertation
The relationship between job satisfaction of selected Wisconsin teachers and the implementation of the Madeline Hunter Skills for Effective Teaching Model
1989
Overview
The main purpose of this study was to analyze and compare the perceptions of teachers trained in the Madeline Hunter Skills for Effective Teaching Model and teachers without training in this model. The study also sought to find out if any relationship existed between teachers trained in the above model and job satisfaction. Demographic variables of age, level of school taught, years of teaching experience, gender and length of time spent in current school district were also examined to see if they had any relationship to teacher job satisfaction in relation to the Madeline Hunter Skills for Effective Teaching Model. Classroom teachers from selected Wisconsin public school districts constitute the population of the study. A random sample of 200 trained and untrained teachers in this model from the selected public schools consisted of the sample for the study. Data were collected by using the job description index questionnaire. Pearson correlation, t-test, and one and two way analysis of variance procedures were used for data analysis. The results of this study did not reveal any significant relationship between trained and untrained teachers in their level of job satisfaction, or any of the six subscales of the J.D.I. The study did however find that a positive relationship existed for female teachers only on their level of job satisfaction, within the subscale of Job-in-General. The findings also suggest that there was a significant statistical difference at the different building levels. Those teachers trained in the Hunter Model and working at the elementary level were more satisfied with supervision than any other group, trained or untrained, junior high/middle school or high school. This study also discussed job satisfaction theories and their relationship to participatory decision making. A thorough explanation of the Madeline Hunter Skills for Effective Teaching Model was also presented. Of particular importance is the discovery of a link between the Hunter Model and the level of job satisfaction of selected female teachers from Wisconsin.
Publisher
ProQuest Dissertations & Theses
ISBN
9798207462837
