Professional development in job satisfaction for kindergarten teachers in Texas: a qualitative phenomenological study

Professional development and job satisfaction a topic of great interest for all those who involved in the field of early childhood education. Professional development is closely related to organizational development, both representing a result of continuous changes in education. At a personal level, professional development has an internal purpose, but it is conditioned by the new obligations of teaching and learning activity. An important variable is also the teacher’s professional satisfaction. The main objective of the study is to determine the level of job satisfaction of teachers from kindergartens in Texas, and professional development opportunities. The purpose of this study was to study lived experiences and perceptions of Texas kindergarten teachers about the role of professional development in job satisfaction. The findings of this study may advance knowledge pertinent to teacher turnover, teacher education, and professional development for early education teachers. This study may also make practical implications that contribute to kindergarten or early education teachers and their students. The themes to emerge from this study could also provide practical insights for local decision makers, school leaders, who design and select professional development, policymakers