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Author: Robert D. Sigrist Publisher: ISBN: Category : Educational planning Languages : en Pages : 110
Book Description
There is a lack of information regarding job satisfaction among high school principals in the state of Missouri. For this study, 108 high school principals in the state of Missouri responded to an internet survey using the Minnesota Satisfaction Questionnaire (MSQ) to explore the specific variables of age, gender, salary level, number of assistant principals, school size, AYP status, education level, and years as a principal to determine which variables may or may not contribute to job status. A discriminant functional analysis (DFA) was conducted to determine the extent the variables play a role in explaining the level of satisfaction of principals in the study. The findings of this study indicate that high school principals in Missouri are generally satisfied with their jobs. Respondents were most satisfied with social service, achievement, and activity and were least satisfied with advancement, compensation, and security. The DFA indicated that that principals felt less satisfaction with the ability to implement new ideas when their salary was [greater than] $100000 and were at schools with [greater than] 2000 students. Principals felt the most satisfaction with the ability to implement new ideas when their salary was $75000-$100000 and were at a school with 1001-1400 students.
Author: Robert D. Sigrist Publisher: ISBN: Category : Educational planning Languages : en Pages : 110
Book Description
There is a lack of information regarding job satisfaction among high school principals in the state of Missouri. For this study, 108 high school principals in the state of Missouri responded to an internet survey using the Minnesota Satisfaction Questionnaire (MSQ) to explore the specific variables of age, gender, salary level, number of assistant principals, school size, AYP status, education level, and years as a principal to determine which variables may or may not contribute to job status. A discriminant functional analysis (DFA) was conducted to determine the extent the variables play a role in explaining the level of satisfaction of principals in the study. The findings of this study indicate that high school principals in Missouri are generally satisfied with their jobs. Respondents were most satisfied with social service, achievement, and activity and were least satisfied with advancement, compensation, and security. The DFA indicated that that principals felt less satisfaction with the ability to implement new ideas when their salary was [greater than] $100000 and were at schools with [greater than] 2000 students. Principals felt the most satisfaction with the ability to implement new ideas when their salary was $75000-$100000 and were at a school with 1001-1400 students.
Author: Stacey A. Sidle Publisher: ISBN: Category : Assistant school principals Languages : en Pages : 128
Book Description
The purpose of this study was to examine the job satisfaction levels of assistant high school principals serving within the geographical region of one intermediate unit in south central Pennsylvania as measured by the Minnesota Satisfaction Questionnaire. The study used four instruments to collect data: a demographic questionnaire, the Minnesota Satisfaction Questionnaire (MSQ), open-ended research questions, and interview questions. The three questions that guided the study were: a) What factors do high school assistant principals perceive lead to job satisfaction? b) What factors, present or absent, do high school assistant principals perceive lead to job dissatisfaction? c) What role does the school district play in enhancing factors that lead to job satisfaction as perceived by high school assistant principals? Twenty four assistant high school principals serving in public schools located within three counties in one intermediate unit in south central Pennsylvania were surveyed using an on-line Minnesota Satisfaction Questionnaire (MSQ Long Form). Demographic data pertaining to age, gender, experience, school size and location, hours spent at work, and salary were collected through the use of the demographic questionnaire. Additional data were obtained through the open-ended research questions and individual interviews. The majority (83%) of the high school assistant principals participating in this study expressed satisfaction with their jobs. As a group, the assistant principals in this study were "very satisfied" or "satisfied" with all of the 20 dimensions as measured by the MSQ. The mean general satisfaction rating of participants was 3.68 out of a possible high of 5.0. The greatest area of satisfaction was Moral Values and the greatest area of dissatisfaction was Company Policies/Procedures. Specifically, the assistant high school principals in this study reported that being able to carry out their assigned duties without violating their personal beliefs was the most important factor contributing to job satisfaction. Respondents also reported satisfaction with working directly with students and seeing them succeed, helping teachers to improve instruction, and being directly involved with running and supervising the building. The study found that in regards to variables contributing to job dissatisfaction, respondents reported dissatisfaction over dealing with difficult parents, with the lack of appreciation received, and with the amount of time the position required. Conflicts with staff, disciplinary issues, and the ever increasing demands of the job were also factors leading to dissatisfaction. The research revealed that assistant high school principals feel that there are some things school districts can do to make the job more satisfying, including increasing professional development opportunities, maintaining a student focus, reducing the number of expectations, and increasing the level of compensation.
Author: Gary Bret Brogan Publisher: ISBN: Category : High school principals Languages : en Pages : 198
Book Description
This study was designed to assess the job satisfaction of high school principals in the state of Idaho as measured by the Minnesota Satisfaction Questionnaire Short Form (MSQ). The target population was defined as all high school principals in the state of Idaho. Survey questionnaires were mailed to 128 Idaho high school principals. A total of 78 usable questionnaires, or 60.9%, were returned after a follow-up mailing. This questionnaire packet contained both the MSQ and a demographic survey with 13 questions pertaining to school enrollment, gender, years in current position, years of experience as a high school principal, highest degree currently held, geographic region, ethnicity, number of vice/assistant principals, and number of vice/assistant principals as discipline supervisors. In order for data relating to attrition to be gathered, principals were also asked whether they would be willing to change professions if another job opportunity became available in the next 12 months. Quantitative and qualitative research designs were utilized to analyze the data. Descriptive and multiple regression analyses were employed as statistical analytical procedures. Principals were also asked open-ended questions concerning what they would most like removed from or added to their current positions and what aspects of their current positions they liked performing the least and most. It was concluded that university administrator preparation programs need to make a more concerted effort in preparing future principals for the more difficult aspects associated with principalship. Descriptive profiles indicated a small level of difference related to gender in job satisfaction among high school principals, with males having marginally higher levels of general job satisfaction. The more experienced principals also enjoyed higher levels of general job satisfaction. In addition, high school principals with the highest number of vice/assistant principals overwhelmingly had the highest level of general job satisfaction. Academic degrees made no difference in job satisfaction.
Author: Christiansen, Bryan Publisher: IGI Global ISBN: 1522525696 Category : Business & Economics Languages : en Pages : 563
Book Description
The development of any organization is deeply connected with the influences of its employees. By implementing new competencies in the workforce, both the employees and the business overall can thrive. The Handbook of Research on Human Factors in Contemporary Workforce Development is a pivotal source for the latest scholarly perspectives on social aspects and employee influences on modern business environments. Including a range of topics such as gender diversity, performance appraisal, and job satisfaction, this publication is an ideal reference for academics, professionals, students, and practitioners seeking content on optimizing development in contemporary organizations.
Author: Robert D. Sigrist
Author: Robert D. Sigrist
Author: Stacey A. Sidle
Author: Gary Bret Brogan
Author: Lorenda Tiscornia
Author: Strand Wedul
Author: William E. Holden
Author: Christiansen, Bryan
Author: Marie Smith
Author: Janis Elaine Murphy
Author: Dennis Robert Morrow