Quality of professional life for teachers: identifying the behaviors and characteristics of teachers which influence their professional lives

This study examined the quality of professional life at a Title I school that has achieved the Arizona Department of Education's highest accountability rating of Excelling for eight consecutive years. By examining the factors that influence the school environment including teachers' attitudes and the connections within the teacher community at this school, a description emerged of the factors that influenced the quality of professional lives of teachers. This descriptive study sought to describe, "What is the quality of professional life for teachers at a Title I elementary school with a history of high levels of student achievement?" The research was conducted at Seneca Elementary school (a pseudonym) in the Seneca School District (a pseudonym). By examining the quality of professional life for teachers in a highly ranked Title I school, a better understanding of the quality of professional life may lead to recommendations for other schools with high levels of poverty on how to support teachers who work in high poverty schools. Within a theoretical framework of motivation-hygiene theory and socio cultural theory, the study identified principal leadership as a primary supporting factor of quality of professional life. The study also identified lack of input and lack of teacher control over curriculum and instruction as barriers to quality of professional life. Teachers described principal leadership, environment, social factors and teacher identity as contributors to enhancing the quality of professional life. Trust and focus emerged as additional factors that improved the workplace for teachers.