A study of demographics and job-related categories that influence the quality of teacher work life in Montana schools with indigenous populations

Abstract

This study examined the demographics and job related factors that influenced the quality of teacher work life of 404 teachers in Montana schools that have a predominant enrollment of indigenous students. The Quality of Teacher Work Life Survey (QTWLS) was used to determine the teacher demographics, the factor structure of the QTWLS, and the perceived levels of Job-Related Stress, and Satisfaction. Thirteen demographics contributed to the profile. Comparisons to the state wide profile were explored. Teacher perceptions of their job related satisfaction and stress factors were computed for Likert scales ranging from 2 (low) to 10 (high). The overall QTWL score was 6.51. The scale score for satisfaction was 6.18 and for stress 6.84. It was discovered that these teachers had their lowest scores in the areas of, "Student Value of Learning", External Support, and "Professional Worth to Communities". They reported their highest scores as "Distractions to Learning". The QTWLS proved to be a valid instrument for the separate scales of job-related satisfaction and stress but the factor structure of the QTWLS, though similar in many instances, did not duplicate the original studies by Harrington et al (1989). A modified version of the QTWLS is recommended. The results of this study identified factors that impact a teacher's potential to perform optimally. Ultimately such understandings may lead to interventions that contribute to increased student learning in Montana's high needs schools.