Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Title

A study of teacher perceptions of job satisfaction related to the use of interdisciplinary teams at the middle school level in the state of California

Date of Award

1992

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Abstract

Purpose. The purpose of this study was to examine the impact of interdisciplinary teams (IDT) upon teacher job satisfaction. Procedure. Two hundred teachers participating on interdisciplinary teams were surveyed for the study, 107 teachers responded. The teachers were from the 115 Foundation and Partnership Middle Schools in the State of California. The instrument used was a portion of the Education in the Middle Grades: A National Survey of Trends and Practices, developed by Epstein and Mac Iver, and additional questions specifically related to teacher job satisfaction. The 11 hypotheses addressed in the study were analyzed by the statistical procedures of the Pearson product-moment correlation coefficient, the t-test, and the analysis of variance (ANOVA). Findings. There was no significant relationship between teacher job satisfaction and the use of IDT, with six exceptions in the area of teacher collegiality. A positive relationship existed between amount of common planning time and teacher collegiality (p $<$.01). A significant relationship existed between the activity of revising students' schedules and teacher collegiality (p $<$.05). The problems of "not enough planning time," "teachers not sufficiently trained in IDT," and "teachers find it difficult to relate to both subject matter and IDT," were related to teacher collegiality (p $<$.05). The benefit of "use of other team members as a source of social support and understanding" was significantly related to teacher collegiality (p $<$.01). Implications for further study. Replications of this study might be made nationally and a study in which the amount of common planning time will be a minimum of two hours per week. Teacher personality types related to teacher implementation of IDT and perception of job satisfaction might be studied. To determine teachers' perceptions of the factors affecting the successful implementation of IDT, a case study of the implementation of IDT is recommended. A study of middle school students might include information on student learning and student discipline with the use of IDT.

Pages

155

This document is currently not available here.

To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest

Share

COinS

If you are the author and would like to grant permission to make your work openly accessible, please email