ORCID

https://orcid.org/https://orcid.org/0009-0002-5655-9017

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Joan Birringer-Haig

Second Advisor

Anthony Annunziato

Third Advisor

James Coviello

Abstract

Teachers are leaving the profession at an increasing rate, thus posing a serious threat to the effectiveness of the American educational system. Teacher job satisfaction is at the root of this problem. The purpose of this qualitative case study was to explore the factors that contribute to teacher job satisfaction and how school leadership actions, behaviors, and practices may influence these factors for elementary teachers in a suburban school district in the northeastern United States. The study was based upon the theoretical framework of Herzberg’s Two Factor Motivation theory, Maslow’s Hierarchy of Needs theory and Daniel Pink’s Motivation theory. The sample included 10 elementary teachers and four principals. The data was collected through interviews, focus groups, and reflective journals. Data was analyzed through coding and themes were identified as they emerged. Research findings indicated that intrinsic factors had more long-lasting effects on teacher job satisfaction than extrinsic factors. The findings of the current study imply that school leaders can influence these factors by adjusting their practices to positively impact intrinsic rewards for teachers as well as effectively managing extrinsic factors that can cause dissatisfaction if left unattended. The current study provides insight into how school leaders can influence job satisfaction for elementary teachers to reduce teacher attrition and indirectly improve student outcomes.

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