Job satisfaction among teachers is a perenially popular topic of conversation in education policy circles. There is good reason for this. For example, whether or not teachers are satisfied with their work has been linked to their likelihood of changing schools or professions (e.g., Ingersoll 2001).
Yet much of the discussion of teacher satisfaction consists of advocates’ speculation that their policy preferences will make for a more rewarding profession, whereas opponents’ policies are sure to disillusion masses of educators. This was certainly true of the debate surrounding the rapid wave of teacher evaluation reform over the past ten or so years.
A paper just published in the American Education Research Journal addresses directly the impact of new evaluation systems on teacher job satisfaction. It is, therefore, not only among the first analyses to examine the impact of these systems, but also the first to look at their effect on teachers’ attitudes.