Teachers’ Perceptions of Autonomy, Satisfaction, Job Security, and Commitment

A new Statistics in Brief from NCES highlights changes in teacher autonomy, satisfaction, job security, and commitment between 1999–2000 and 2011–12. The report focuses on patterns between perceived level of autonomy and perceptions of job security, satisfaction, and commitment. It relies on a sample of U.S. public school teachers using data collected through the 1999–2000 and 2011–12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.

Highlights of the report include the following:

  • The majority of teachers perceived moderate levels of classroom autonomy in 1999–2000 and 2011–12.
  • The percentage of teachers who reported strongly agreeing or somewhat agreeing they worry about job security as a result of student performance was higher in 2011–12 relative to 1999–2000.
  • Teachers who reported high levels of perceived autonomy generally also reported high levels of satisfaction and job security in both 1999–2000 and 2011–12.
  • Compared to teachers who perceived low autonomy, larger percentages of teachers who reported high autonomy also reported they had plans to remain in teaching and would likely become a teacher again.

This Statistics in Brief is a product of the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.

To view the full report, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018103