The Perceptions of Teachers in Rural Title 1 Middle Schools concerning the Experiences that Negatively Influence Job Satisfaction

A qualitative phenomenological research design was chosen to examine the perceptions of teachers concerning experiences that negatively influence teachers\u27 job satisfaction in rural Title I schools in Georgia. Twelve middle school teachers from three Georgia school districts were interviewed. Pilot interviews and follow-up interviews were also held. Interview data was coded, codes were examined for redundancy and codes were collapsed into broad themes. Major themes related to teacher dissatisfaction included negative relationships with administrators and problems with student behavior. Major themes related to teacher satisfaction included positive relationships with colleagues, working with students, and a sense of efficacy. Problems with student behavior, initial misconceptions concerning teaching, and a sense of isolation were identified by participants as factors that increase the difficulty of teaching. Due to job dissatisfaction related to the teacher-administrator relationship and problems with student behavior, several participants indicated that they would leave their current position for a comparable job outside of education. Participant responses supported Frederick Herzberg\u27s two-factor theory on worker satisfaction, Abraham Maslow and Clayton Alderfer\u27s theories related to the categorization of human needs, and theories on human motivation proposed by Jeremy Bentham and Victor Vroom. Additional theoretical implications along with applications for educational leaders are also delineated in the study