Applying the Achievement Orientation Model to the Job Satisfaction of Teachers of the Gifted

Abstract

Factors associated with motivation and satisfaction aid in understanding the processes that enhance achievement and productivity. Siegle and McCoach (2005) proposed a motivational model for understanding student achievement and underachievement that included self-perceptions in three areas (meaningfulness [goal valuation], self-efficacy, and environmental perception). This study investigated whether the model would predict job satisfaction for educators of the gifted and talented. Regression analysis of these factors provided limited support that the model can be used to explain gifted educators’ satisfaction with their teaching position. More important, teachers’ perceptions of the support in their environment was the single best predictor of job satisfaction.