Teacher 2000: Teacher Satisfaction, Motivation and Health, 1995-1996

The considerable changes that have occurred in the education system over the last decade, combined with an ageing and largely immobile teaching force and an expected expansion of teacher roles and functions, led researchers to consider the effect these factors have had on the satisfaction, motivation and occupational health of teachers and school executives. In an attempt to develop a nationwide instrument suitable for identifying and quantifying these factors, teaching staff at 71 public schools in Sydneys' Metropolitan West were surveyed. The results obtained from this survey are hoped to validate an understanding of teacher satisfaction, dissatisfaction, values and health, and to be used as a benchmark for tracking, explaining, planning and predicting teacher welfare at the school and other educational levels. Respondents were primarily asked questions relating to their level of satisfaction with various aspects of the teaching profession, including their ability to influence students' success and attitudes; their contribution to the school and education system; current work hours and salary; opportunities for promotion and involvement in school decision making; the amount of recognition teachers receive; the status of teachers; achievement of professional goals; the current procedure for selection, hiring and transfer of teachers; and, how they felt when they first started teaching. In the second part of the questionnaire, respondents were asked to indicate how important the achievement of certain goals were to them. Such goals included having a close and satisfying relationship; to obtain rewards and recognition; be committed to a cause; retain or achieve financial well-being; to avoid stress; influence others; and, to establish a career. Emotional and physical health were addressed in the third part of the questionnaire, asking the respondent if they had recent problems with lack of concentration, lost sleep, stress, depression or an inability to make decisions. Background variables include age, sex, country of birth, first language, highest qualification, current teaching position, years of service and years taught at current school, and why they wanted to become a teacher.