DATA

POINT

Teacher Job

Satisfaction

U.S. DEPARTMENT OF EDUCATION

JUNE 2016 NCES 2016-131

This report uses teacher responses to the Schools and Staffing Survey (SASS) public and private school teacher questionnaires 

from the 2003–04, 2007–08, and 2011–12 school years. SASS is a system of related questionnaires that provide descriptive 

data on the context of elementary and secondary education in the United States. The SASS system covers a wide range of 

topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals’ and teachers’ 

perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, 

to basic characteristics of the student population. This Data Point includes information about teacher job satisfaction. Teachers 

reported their agreement with the statement: “I am generally satisfied with being a teacher at this school.” In this Data Point, 

“Satisfied” teachers are those who responded “strongly agree” or “somewhat agree.” “Dissatisfied” teachers are those who 

responded “somewhat disagree” or “strongly disagree.”

In the 2003–04, 2007–08, and 2011–12 school years, what percentage of teachers reported that they were satisfied with their jobs, and how did satisfaction vary between teachers in public and private schools?

 In all three school years (2003–04, 2007–08, 2011–12), at least 9 out of 10 teachers reported that they were satisfied in 

their jobs (figure 1).

 Higher percentages of private school teachers than public school teachers reported that they were satisfied with their 

jobs in each of the 2003–04, 2007–08, and 2011–12 school years (figure 1). 

Figure 1. Percent of teachers reporting they were satisfied in their jobs: School years 2003–04, 2007–08, and 

2011–12 

Private

Percent

Public

2003–04 2007–08 2011–12

0

20

40

60

80

100

91

95 93 96

90

95

NOTE: “Satisfied” teachers are those who responded “strongly agree” or “somewhat agree” to the statement: “I am generally satisfied with being a teacher at this school.” Supplemental tables, 

including standard errors, are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016131.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS) “Public School Teacher Data Files,” and “Private School Teacher Data Files,” 

2003–04, 2007–08, and 2011–12.

Data in this report are from the School and Staffing Survey (SASS), a 

nationally representative sample survey. To learn more, visit http://nces.

ed.gov/surveys/sass. For questions about content or to view this report 

online, go to http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016131.
In public and private schools, how did teacher job satisfaction vary by teachers’ perceptions of administrative 

support in the 2011–12 school year?

Previous research demonstrates the importance of school administrators to teachers’ working conditions.1 The following 

findings provide a nationally-representative look at teacher job satisfaction and perceptions of administrator support.

 In 2011–12, about 95 percent of public school teachers who agreed that the administration in their schools was

supportive were satisfied with their jobs. This was 30 percentage points higher than teachers who disagreed that the 

administration was supportive (65 percent) (figure 2).

 In 2011–12, about 97 percent of private school teachers who agreed that the administration in their schools was

supportive were satisfied with their jobs. This was 21 percentage points higher than teachers who disagreed that the 

administration was supportive (76 percent) (figure 2). 

Figure 2. Percent of satisfied teachers, by their perceptions of administrative support: School year 2011–12

Percent

0

60

40

20

80

100

Public school teachers

Total satisfied

90

65

95

Percent Private school teachers

Total satisfied Agree Disagree

Administration is supportive

0

60

40

20

80

100 97 95

76

Agree Disagree

Administration is supportive

NOTE: “Satisfied” teachers are those who responded “strongly agree” or “somewhat agree” to the statement: “I am generally satisfied with being a teacher at this school.” Teachers were asked: “To what 

extent do you agree or disagree with each of the following statements?” “The school administration’s behavior toward the staff is supportive and encouraging.” The responses “strongly agree” and 

“somewhat agree” have been combined for estimates of “Agree.” The responses “somewhat disagree” and “strongly disagree” have been combined for estimates of “Disagree.” Supplemental tables, 

including standard errors, are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016131.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS) “Public School Teacher Data Files,” and “Private School Teacher Data Files,” 2011–12.

1 Ladd, H. F. (2011). Teachers’ Perceptions of Their Working Conditions: How Predictive of Planned and Actual Teacher Movement? Educational Evaluation and Policy 

Analysis, 33(2):235–261.

This NCES Data Point presents information on education topics of 

current interest. It was authored by Dinah Sparks of Activate Research, 

Inc. and Nat Malkus of American Institutes for Research. All estimates 

shown are based on samples and are subject to sampling variability. 

All differences reported in the text are statistically significant at the 

.05 level.

The National Center for Education Statistics attempts to minimize the 

effects of nonsampling errors, such as item nonreponse, measurement 

error, data processing error and other systematic errors, in the design 

conduct and processing of surveys.

Teacher Job Satisfaction