The relationship between job satisfaction and the perception of administrative support among early career secondary choral music educators

The purpose of this study was to examine the relationship between job satisfaction and administrative support as perceived by secondary choral music educators in selected schools in the state of Texas. Further, the study ascertained whether or not perceived administrative support contributes to the teachers’ decision to stay or leave the profession. Subjects included early career teachers (n = 87) and their principals (n = 53) from five geographical regions in North Texas. Identical questionnaires were distributed to teachers and principals to ascertain their level of agreement regarding music education philosophy and the value of methods of professional assistance. In addition, teachers answered questions regarding job satisfaction, intention to stay or leave the teaching profession, and intention to stay or leave their current teaching position. Results indicated that factors leading to greater job satisfaction include community and parent support, higher salary, and administrative support. Early career teachers intending to leave the profession included inadequate administrative support, lack of student motivation, job stress, and lack of student discipline among their primary reasons. Teachers intending to change schools indicated job stress, lack of student motivation, and lack of student discipline were primary factors. An examination of methods of professional assistance revealed that early career teachers rank colleagues in music field and music workshops and conferences as being the most beneficial. A comparison of teachers’ and their administrators’ ratings of the value of various methods of assistance showed a non-significant positive correlation. In addition, a comparison of teachers’ and their administrators’ philosophies of music education revealed a non-significant positive correlation. The low level of agreement between teachers and principals was consistent among teachers intending to leave the teaching profession, as well as those planning to change schools. The study seemed to indicate that administrators do have an impact on job satisfaction, as well as the retention of early career teachers. A lack of agreement teachers and principals regarding philosophy of music education and the value of various methods of assistance seemed to be related to teachers’ intention to both leave the teaching profession and to leave their current teaching position.