Abstract:

England is facing a critical teacher crisis, with challenges in both recruitment and retention impacting the profession. Multi-Academy Trusts (MATs), a recent but rapidly growing school structure in England, have transformed the educational landscape. Understanding teacher job satisfaction within MATs is crucial, as research has shown that satisfied teachers are more likely to be engaged and contribute to student success. This research investigates how various factors contribute to teacher job satisfaction and dissatisfaction across different academy types (converter vs. sponsored) and levels of education (primary vs. secondary) within and across multiple MATs. A mixed-method design is employed to gain a comprehensive understanding of teacher experiences. The first stage involved conducting semi-structured interviews with 25 teachers working in both primary and secondary converter and sponsored academies across three MATs in the East Midlands, UK. These interviews explored teachers' perspectives on their work environment, workload, professional development opportunities, and other factors influencing their job satisfaction. Thematic analysis will be used to identify key themes and patterns emerging from the interviews. The second stage will utilise an online questionnaire distributed to a wider sample of teachers within converter, sponsored academies, and free schools across these MATs. This quantitative approach allows for broader data collection and generalisability of findings. The questionnaire will be designed to capture data on factors identified in the interviews and measure teacher satisfaction levels. This research aims to address the gap in knowledge regarding teacher job satisfaction within the specific context of MATs. By exploring how satisfaction and dissatisfaction vary across academy types, levels of education, and within different MATs, the research will provide valuable insights for educational leaders and policymakers. Identifying key factors that contribute to teacher job satisfaction can inform strategies to improve teacher working experiences within MATs. Ultimately, this research aims to contribute to a more positive and supportive school environment.

Keywords:

Teacher, Job Satisfaction, Multi-Academy Trusts.