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Changes in schools can cause teachers to experience an intensification of work as they strive to meet expectations of students, parents, and administrations. This study includes an examination of factors that may lead to work intensification (WI) for teachers. The study also includes an examination of how years of experience and teacher perceptions of administrative support may moderate the relationship between teachers' impressions of WI and their job satisfaction. Based on equity theory, data were collected using a Likert-type scale survey distributed to 9 public high schools in southern California. A test for correlation was performed followed by a hierarchal ordinal logistic regression analysis to test for significant relationships and strength of those relationships. Findings revealed at a .95 confidence level a significant relationship between factors of WI and teacher impressions of WI in the areas of the addition of more students to the classroom, fear of losing job, changes in curriculum, decreased pay, the addition of students with special needs in to the classroom, and changes in technology use in the classroom. Findings also revealed that the addition of furlough days, fear of losing job, decreased pay, and an increase of students with special needs in the classroom were significantly related to decreased job satisfaction. Findings revealed that perceptions of administrative support moderate the relationship between teacher impressions of WI and job satisfaction. This study allows for better understanding of how years of experience and administrative support may moderate the relationship between factors of WI and teacher job satisfaction so policy-makers may make better-informed choices that support student education. |
