School climate and administrative support as predictors of teachers’ job satisfaction
Abstract
Numerous studies on teacher job satisfaction, both in the public and private sectors, show its importance. The purpose of this study was to analyze whether school climate and administrative support are significant predictors of job satisfaction in teachers from kindergarten to 12th grade in a group of Adventist school teachers in the state of Florida, USA. A stratified and cluster random sample was selected of 141 teachers; 100 teachers answered the questionnaire. The data collected showed that the school climate and perceived administrative support were significant predictors of the teachers' job satisfaction. Of these, the best predictor was school climate. The most important school climate factor contributing to job satisfaction was collaborative innovation. On the other hand, although all the factors of administrative support were crucial, relational support showed a more significant contribution.
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