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Abstract
The purpose of this study was to examine the correlation between teacher involvement in curriculum development and teacher job satisfaction. Analyses were conducted to discover what relationships existed between the two major variables and selected demographic characteristics of the population.
An instrument was developed, piloted, and mailed to a stratified random sample of 300 Nebraska public school teachers, Classes 2, 3, 4, and 5. Two hundred thirty-five usable surveys were returned. A multiple regression analysis was used to analyze the data. Numbers, percentages, and some means were reported regarding the demographic information and frequency of participation in curriculum development. Numbers and percentages were also reported regarding involvement in curriculum development activities, at the present time and in the future. Information regarding motivators for involvement in curriculum development, those offered most often versus those the teacher would most like to receive, was also presented.
Teacher job satisfaction was not found to be related to the opportunity to be involved in curriculum development, at least as curriculum development was described in this study. Teacher assignment and time in current position were found to be significant predictors of involvement in curriculum development. Also determined was the fact that teachers would rather receive additional pay for being involved in curriculum development activities than any of the other motivators suggested in this study, intrinsic or extrinsic. Teachers were generally involved in curriculum development through textbook selection. If properly prepared, some teachers indicated they would like to be involved in other aspects of curriculum development.
