The value is that many seek job satisfaction because of the positive health factors and better efficiency in doing daily tasks but are unable to find it. I think showing that job satisfaction can be increased by using specific word choices when referring to those jobs will help not only the teachers but also the students who are being taught by teachers. Researchers could then apply this to the workforce through higher management referring to the workers using the specific terminology in order to help make them more efficient workers. 

I had no specific variables that I was measuring because I was not doing an experiment. Each variable already existed and I did not manipulate the variables. In essence, I was measuring Job Satisfaction. I measured job satisfaction on a Likert scale from 1-5. 1 being they do no receive pleasure from going to work each day or doing daily tasks. For example, going to work is a chore that they are required to do and they don’t enjoy anything about it. 5 being work is what drives them and they feel most happy when they are at work. For example, they love to go to work each day because it gives them a positive feeling, they would live at work if they could. This gave me a baseline for how they feel about their job and I used this Likert scale throughout by asking how they feel on that Likert scale once they read the scenario with the terminology.

• I did an exploratory, quantitative, descriptive research method that was non-experimental by means of a survey. I measured my participants' responses through the use of a 1-5 likert scale. My survey consisted of ten questions, one of them being the electronic consent form. 

• Random selection ensured that my data is representative of a larger population. To do this, I randomly selected the schools and teachers within each school through the use of an online random name picker. I put all of the names of schools that are found in Pierce County and picked fifteen schools from that list. A total of 206 schools were added to the list and fifteen were randomly selected. After doing so, I looked at the staff directory from one of those fifteen schools at a time. I randomly gained seven names of the teachers from each of the fifteen schools. 

I had a total of 22 teachers fill out the survey of the 105 teachers I emailed. Of the 22 teachers surveyed there was a noticeable increase in job satisfaction from the baseline response of job satisfaction answered at the beginning and their job satisfaction after reading the scenario with the positive terminology in it.

There is another noticeable trend that although my research wasn’t on, was discovered while analyzing the data. The trend that was seen was that if the scenario included a student who used the positive term then the perceived job satisfaction was more likely to be either a four or a five while if anyone else used the positive term in the scenario then the likert scale showed a more diverse rating.

1. The choice of how I chose to use the positive terminology. I chose to put the positive terminology into different scenarios. 

2. I only chose positive terminology and didn’t compare it to negative terminology. 

3. This research was also hindered by my cohort size. I chose to research primary and secondary teachers from all the primary and secondary schools in Pierce County. 

In the future I could expand this research by including negative terms with the positive terms. This could allow me to compare the effect that positive terminology actually has on job satisfaction because I would be able to compare it to what the negative terms have on job satisfaction. When I do this I would also keep the scenario that I put the positive and negative terms in the same so that I could draw a true conclusion from it. I discovered another trend in my research that if the scenario included a student telling the teacher the positive term their job satisfaction was rated higher than if a coworker or supervisor told them. A naturalistic observational study that looks at the interaction between teachers and students vs teachers and other people they come into contact with like coworkers and supervisors could be done. Watching the interactions between both of these cohorts and potentially taking note of the body language of the teacher in the situation could show and account for the difference in the job satisfaction ratings shown in my study. 

My original hypothesis was that teachers who read the scenarios with positive terminology and apply them to themselves will feel more satisfied than they did before. My data did in fact show that teachers' perceived job satisfaction increased after reading the scenarios that had the positive terminology in it. Also, although my research didn’t get all the survey responses needed a conclusion was still able to be made from it. That conclusion is that job satisfaction of primary and secondary teachers does increase when positive terminology is used in scenarios. This is merely a conclusion and it doesn’t mean that it is fact as there were outside factors that weren’t controlled for. More research still needs to be done to see if positive terminology directed towards teachers increases their job satisfaction.

Sara, D. A., Handaru, A. W., & Usman, O. (2022). The Effect of Work Environment on Employee Performance through Motivation and Job Satisfaction as Intervening Variables on Permanent Employees. Eduvest: Journal Of Universal Studies, 2(10), 2006–2018. https://doi.org/10.36418/eduvest.v2i10.617

Weir, K. (2013, December). More than job satisfaction. American Psychological Association. Retrieved January 16, 2023, from https://www.apa.org/monitor/2013/12/job-satisfaction 

Zheng, M. (2022). An Evaluation Model of Career Happiness and Job Performance of Political Teachers Based on Correlation Analysis in Positive Emotional Environment. Journal of Environmental and Public Health, 2022. https://link.gale.com/apps/doc/A719559389/HWRC?u=bonn54603&sid=bookmark-HWRC&xid=916e7eae