Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction

Abstract

Summary The purpose of this paper is to address methodological issues arising out of the conceptual problems associated with the study of job satisfaction. It does not aim to present research findings, but refers to those findings which elucidate the conceptual and methodological issues raised. The paper identifies the ambiguity of the meaning of job satisfaction, emanating from the distinction between the meanings of ‘satisfactory’ and of ‘satisfying’. It is suggested that neglect of this ambiguity, along with a more general prevalent conceptual vagueness, has led to problems of construct validity in much research in this field. The importance of this ambiguity issue in relation to construct validity is demonstrated by examples from the author's own, and from other, qualitative research. Addressing the problems identified, a reconceptualization of job satisfaction is suggested, focusing upon a bifurcation into two constituents: job fulfilment and job comfort. Finally, ways in which the research process may be improved to reduce threats to construct validity are discussed.