The Relationship Between Job Satisfaction and Teacher Performance of Vocational Agriculture Teachers in Louisiana.

The purpose of this study was to determine the relationship between job satisfaction and teacher performance of vocational agriculture teachers in Louisiana. It was also the intent of the study to identify factors that most influence job satisfaction of these teachers. Four instruments were used to collect the data for this study. The Minnesota Satisfaction Questionnaire (MSQ) was used to measure job satisfaction, a supervisory assessment form and student achievement were used to assess teacher performance, and a demographic form was employed to collect data regarding teachers and principals. Gain scores, used as the measure of student achievement in the study, were calculated by subtracting pretest scores from posttest scores on the student achievement test. A total of 50 teachers were randomly selected to be included in the study. Findings revealed higher teacher job satisfaction in smaller schools. In addition, more experienced teachers were more satisfied with teaching. Moreover, students taught by teachers from non-land-grant colleges had higher gain scores on the student achievement test than did the students with teachers from land-grant colleges. It was discovered that gain scores were not related to job satisfaction nor teacher performance. The teachers appear to be more satisfied with intrinsic job factors than extrinsic job factors. They were most satisfied with the MSQ job factors of Social Service, Moral Values, and Creativity. They were least satisfied with Company Policies and Practices, Advancement, and Compensation. Seven job factors were identified as explaining 96% of the variance in general job satisfaction. These job factors were Authority, Responsibility, Security, Compensation, Co-workers, Supervision--Technical, and Working Conditions. Teacher performance ratings indicated that principals perceived the teachers to possess the technical knowledge relative to vocational agriculture but were less skillful in classroom teaching. Teacher involvement in FFA activities was rated highest by the principals for involvement in the total program. There was less participation in professional activities and work with adults. Significant models explaining a portion of the variance in teacher performance were identified. Components of these models included both intrinsic and extrinsic job factors as identified by the MSQ