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Abstract
The purpose of this study was to determine the relationship between and among job satisfaction, role conflict, and role ambiguity for public school administrators and teachers in Nebraska. Specific research questions addressed were: Are there significant differences in perceived levels of job satisfaction, role conflict, and role ambiguity for teachers, principals, and superintendents when considered by (1) role group or (2) by other demographic factors?
The three variables studied were found to have distinct qualities according to previous studies. The review of literature substantiated the findings that there is a correlation between the three variables when tested by use of the Rizzo, House, and Lirtzman instrument to measure role conflict and role ambiguity,and use of the Bullock Job Satisfaction Scale for perceived job satisfaction.
The population for the study included all teachers and administrators in public schools in Nebraska. A random sample was drawn from membership lists constituting those role groups. The return rate was fifty-one percent of one thousand and fifty questionnaires; the completed questionnaires were analyzed for this study.
A correlation analysis found that approximately thirty-three percent of the qualities of the three variables were shared. An analysis of variance found the following pairs of groups had significant differences at the alpha level of .05: elementary teachers had higher levels of job satisfaction and lower levels of role conflict and role ambiguity than senior high school teachers; senior high school principals reported higher levels of role conflict than other principals; professional educators older than thirty reported higher levels of job satisfaction than those under thirty; and job satisfaction increased with each degree achieved by both teachers and administrators.
Other important findings were that role ambiguity increased with age as did job satisfaction. Teachers, overall, reported lower job satisfaction and higher role conflict and role ambiguity than did administrators. Elementary teachers and administrators reported higher job satisfaction and lower levels of role conflict and role ambiguity than those at other levels.
