Predicting Job Satisfaction Based on Empowerment Factors for Elementary and Secondary Teachers: A Quantitative Study

This quantitative, predictive correlational study examined the association between empowerment factors and job satisfaction among elementary and secondary school teachers in rural and suburban public schools in the southeastern United States. Teachers who are satisfied in their jobs commit to the best interests of students, thereby positively impacting retention. The study consisted of a convenience sample of 129 elementary, middle, and high school teachers in a southeastern United States coastal area. The two instruments used were the Teacher Empowerment Scale and the Teaching Satisfaction Scale. All data were collected through an email recruitment letter inviting teachers to participate in this study anonymously. Multiple linear regression was used to determine the correlation between job satisfaction and a linear combination of the following empowerment factors: decision-making, professional growth, and impact on colleagues. The null hypotheses were rejected based on the results of the inferential statistics analysis, which found a statistically predictive relationship between job satisfaction and empowerment factors for elementary and secondary school teachers in rural and suburban southeastern United States. Recommendations for future research include increasing the sample size from the study site, expanding the scope of the study by including nearby school districts, applying a different research design, and investigating the topic using Bandura’s self-efficacy theory of motivation.