Effects of Classroom Management on Teacher Job Satisfaction

Date of Award


Document Type

Restricted Dissertation

Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Mark E. Jimenez, Ed.D.

Second Advisor

Andrea Wilson, Ph.D.

Third Advisor

Corey McKenna, Ph.D.


The purpose of this qualitative, single embedded multiple case study was to explore teachers’ perceptions of classroom management training and its impact on self-efficacy and job satisfaction. This study was conducted at a large central Florida high school with a teaching staff of approximately 80; a sample consisting of 10 teachers was used to represent the population. For each participant, a pre-interview questionnaire and then semi-structured interviews provided data. The participants stated that they either did not receive any pre-service training in classroom management, cannot remember any training, or the training was not beneficial for preparing them for managing a classroom. This study found that negative student behavior has a significant impact on teacher job satisfaction and there is little support in place by administration to help teachers with this issue.

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