Teacher Job Satisfaction Within Inclusive Classroom: As Predicted by the Collective Efficacy and Leadership Support

Abstract

Low teacher job satisfaction in inclusive classrooms is alarming. Forecasting teacher job satisfaction in inclusive classrooms using collective efficacy and leadership support as predictors was determined. A predictive research design, universal sampling, survey, and multiple linear regression were used as methods. Data obtained from 220 secondary public-school teachers revealed that the predictive model was strong and significant, fully affirmed the Motivation–Hygiene Theory. Other researchers may explore additional variables and employ qualitative approaches to better explain the 36.1% remaining variance in the predictive model, while educational leaders may initiate targeted leadership development and inclusive education training to optimize teacher job satisfaction in inclusive classroom settings.