Teachers’ job satisfaction and perceptions of working conditions in an urban emergent school district

The learning environment for students is affected by factors inside and outside of the classroom. Research denotes the relationship between students’ learning environment and teachers’ satisfaction with their job. Job satisfaction for teachers consists of several interpersonal, classroom, and school factors known as teacher working conditions (TWCs). Few studies attempt to understand TWCs and job satisfaction for teachers in an urban school district; which is of particular importance as approximately 20% of teachers in the U.S. instruct in urban environments. This study analyzes teacher responses from an annual TWCs survey through a principal component analysis and hierarchical multiple regression. Results indicate that teachers’ satisfaction with campus school culture and ratings of campus behavioral response were positively associated with job satisfaction. As learning environments across the U.S. continue to require highly qualified teachers, this research underscores how one urban school district was able to retain teachers and keep their teachers satisfied with their job. This study contributes an initial conceptualization of urban TWCs and the importance of school administrators’ addressing of these to maintain high job satisfaction.