Short Title
Cultivating Commitment within Educational Ecosystems
Keywords
teacher satisfaction, teacher retention, educational expertise, school climate
Abstract
This study explores the experiences of Texas educators’ job satisfaction, focusing on their ability to enact curriculum and pedagogy within their school ecosystems. Reporting of partial qualitative results of a larger mixed-methods survey of teachers in Texas, the research examines how administrative and contextual stances impact teachers’ professional and personal goals. Findings reveal that dismissive attitudes toward teachers’ content expertise and micromanagement by evaluation-focused leadership lead to dissatisfaction and potential attrition. Conversely, growth-oriented leadership that values autonomy and respects teachers’ practical knowledge enhances job satisfaction and commitment. The study, grounded in self-determination theory, highlights the critical role of intrinsic motivators—such as autonomy and competence—in sustaining educators. Recommendations include fostering teacher agency, reducing administrative overreach, and prioritizing educators’ expertise to create supportive environments. These insights aim to inform strategies for improving teacher retention and satisfaction amid post-pandemic challenges.
Recommended Citation
Cooper, Jane McIntosh; Gauna, Leslie; Decman, John; and Baker, Sheila
(2026)
"Cultivating Commitment within Educational Ecosystems: Improving Teacher Satisfaction through Autonomy and Expertise,"
School Leadership Review: Vol. 21:
Iss.
1, Article 1.
Available at:
https://scholarworks.sfasu.edu/slr/vol21/iss1/1
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Teacher Education and Professional Development Commons, Urban Education Commons
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