Teacher job satisfaction: A qualitative case study examining the perceptions of job satisfaction of teachers at a secondary school setting

Abstract

The purpose of this case study was to examine teachers’ perceptions of job satisfaction in a secondary school setting in a Central Texas school district following the Texas Teacher Evaluation and Support System (T-TESS) appraisal process. The methods used to collect perspectives from teachers were an online interview survey and teacher interviews. I analyzed 21 responses from the online survey interview and six teacher interviews. The findings showed teachers perceived the T-TESS appraisal system to be a coaching model but were frustrated with components of the process. Overall, I found the T-TESS appraisal process did not affect teachers’ job satisfaction. Results showed teachers feeling valued and the depth of the workload were things that affected a teacher’s job satisfaction. This study supports the importance of seeking out feedback from teachers on the T-TESS appraisal process and making sure teachers feel valued in their work by reducing some of their workload.