TDNet Discover

The purpose of this quantitative comparative research study was to examine whether LGBTQ and non-LGBTQ K-12 teachers in the United States had different levels of morale and job satisfaction. This study investigated the differences that existed between LGBTQ and non-LGBTQ teachers and their morale and job satisfaction through the lens of Maslow’s hierarchy of needs and Herzberg’s two-factor theory. The instrumentation used for the data analysis was the results from National Tracking Poll #2403130, a publicly available dataset from Morning Consult Intelligence (2024). Statistical analysis procedures utilized to test job morale levels were MANOVA testing, while job satisfaction levels were tested utilizing an ANOVA test, both conducted in SPSS. The statistical tests determined if a statistical significance existed based on a pre-determined p-value of 0.05. The respondents to the survey represented 1,031 K-12 teachers in the United States and the District of Columbia who responded in an online setting to a 177- question survey between March 28 – April 3, 2024. Findings determined there were no statistically significant differences in morale or job satisfaction, and LGBTQ status does not appear to be associated with disparities in morale and job satisfaction of K-12 teachers in the United States and the District of Columbia. Future research recommendations include comparative studies, qualitative approaches, intervention studies, and intersectional analysis that will further explore the complexities of LGBTQ teachers’ experiences and inform practices promoting inclusion, diversity, respect, and support for all teachers.