Author: Jerome A. MurphyPublisher:
ISBN:
Category :
Languages : en
Pages : 294
Book Description
Personal Influence of the Principal as it Affects Teacher Job Satisfaction in the One Middle School and Six Elementary Schools in Evanston (Illinois), 1973
Author: Jerome A. MurphyPersonal Influence of the Principal as it Affects Teacher Job Satisfaction in One Junior High School and Seven Elementary Schools in Glenview, Illinois, 1974
Author: Paul R. BeilfussCorrelates with Teacher and Student Satisfaction in Elementary and Middle Schools
Author: Dale LumpaPublisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 352
Book Description
During the last two decades, researchers have identified characteristics and conditions evident in effective educational settings. This research shows that differences in the level of educational effectiveness occurs at the individual school level. One of the most consistently identified characteristics of an effective school was the direction from a strong leader. Purpose of the study. The purposes of this study were to (1) determine the relationships among principal effectiveness, school climate, teacher empowerment, and teacher satisfaction; (2) establish the extent to which principal effectiveness, school climate, and teacher empowerment are related to teacher satisfaction; (3) analyze the relationship of principal effectiveness, school climate, teacher empowerment, and teacher satisfaction with student satisfaction; and (4) determine if relationships exist between student and teacher satisfaction at the sixth grade level in kindergarten through sixth grade elementary schools and student and teacher satisfaction at the sixth grade level in sixth through eighth grade middle level schools. Procedures. This study involved 66 sixth grade teachers and 829 students in the state of Missouri. Three sixth grade teachers from selected schools were asked to complete four surveys. The instruments used were (1) the Audit of Principal Effectiveness (APE), (2) the Comprehensive Assessment of School Environments (CASE) School Climate Survey, (3) the School Participant Empowerment Scale (SPES), and (4) the Comprehensive Assessment of School Environments (CASE) Teacher Satisfaction Survey. One class of sixth grade students from each school were asked to respond to the Comprehensive Assessment of School Environments (CASE) Student Satisfaction Survey. The focus of this study was the interrelationships among principal effectiveness, school climate, and teacher empowerment, and their potential impact on teacher satisfaction. The study also examined the interrelationships among principal effectiveness, school climate, teacher empowerment, and teacher satisfaction and their potential impact on student satisfaction. Findings. Significant correlational relationships were found among principal effectiveness, school climate, teacher empowerment, and teacher satisfaction. School climate was found to be the best predictor of teacher satisfaction. School climate and teacher satisfaction were the best predictors of student satisfaction. Principal effectiveness also was a significant predictor of student satisfaction. No significant difference was found between sixth grade teacher satisfaction in elementary and middle schools. No significant difference was found between sixth grade student satisfaction in elementary and middle schools.
An Examination of the Relationship Between the Perceived Leadership Style of the Principal and Late Career Teacher Job Satisfaction in Selected Elementary Schools
Author: Kimberley Erin ParkinsonPublisher:
ISBN:
Category :
Languages : en
Pages : 334
Book Description
The purpose of this study was to investigate the relationship between the perceived leadership style of the principal and late career teacher job satisfaction. In addition, the impact of demographic variables including age, race, and gender were explored. The participants consisted of 70 late career K-6 teachers in 17 elementary schools across three school districts in Southern Arizona. The participants completed two survey instruments. Interview data was also collected. Pearson product-moment correlation tests were used to analyze the relationship between nine leadership variables describing transformational, transactional, and laissez-faire leadership, and intrinsic and extrinsic satisfaction variables. Correlation tests were also used to examine the relationship between leadership variables and demographic variables. Multiple regression analyses were used to analyze the intercorrelations between leadership and demographic variables and extrinsic and intrinsic satisfaction. The examination of the relationship between leadership variables and intrinsic and extrinsic variables produced several significant findings. The relationship between leadership variables and demographic variables also produced several significant findings. The multiple regression analyses identified a significant relationship between the perception of Idealized Influence and extrinsic satisfaction. A significant relationship was also found between Contingent Reward and intrinsic satisfaction. Qualitative data from individual teacher interviews supported these findings. The overall findings from this study suggest that late career teachers' perceptions of their principals' leadership styles impact intrinsic and extrinsic satisfaction. More specifically, some transformational and transactional variables had a positive impact on job satisfaction. These findings suggest that a balance of transactional and transformational leadership styles may be most effective for school leaders wishing to improve the satisfaction of late career teachers. A model was developed to describe the findings of the study. The Leadership-Satisfaction model provides an additional perspective on the relationship between perceived leadership and satisfaction by illustrating that perceived leadership impacts extrinsic and intrinsic factors which affect the overall picture of satisfaction.
The Effects of Principal Leadership, Salary, Benefits, and Teacher Input on Elementary and Secondary Teacher Morale
Author: James Kelly McMullenPublisher:
ISBN:
Category : Teacher morale
Languages : en
Pages : 87
Book Description
The purpose of this research study was to compare the morale and overall job satisfaction between elementary (grades K-6) and secondary (grades 7-12) teachers in the Olathe Unified School District #233. Teacher morale was measured by the affect the following four variables have on teacher attitudes: principal leadership, salary, benefits, and teacher input. For this study, the researcher used the Baldrige Climate Survey as the instrument to measure teacher morale. The survey was offered during the 2005-2006 and 2006-2007 school years to all certified elementary and secondary teachers. During the 2005-2006 school year, 518 of the 940 elementary teachers (55%) and 353 of the 856 secondary teachers (41%) took the voluntary survey. In 2006-2007, 750 of the 952 elementary teachers (78%) and 555 of the 897 secondary teachers (62%) took the survey. The study compared elementary responses to secondary responses in five categories: overall job satisfaction, principal leadership, salary, benefits, and teacher input. Overall job satisfaction, salary, and benefits were all scored based on response to a single question from the survey. Principal leadership (5 questions) and teacher input (4 questions) were combined and averaged for a single score for each of the two categories. A t-test for independent means was used to determine if significant differences existed between elementary and secondary teacher morale in each of the five categories. The results of this study indicated no difference in overall job satisfaction in 2006-2006 (t=-.388); however, a significant difference between elementary and secondary overall job satisfaction was shown (t=3.303) in 2006-2007. Principal leadership showed significant differences in 2005-2006 (t=3.38) and in 2006-2007 (t=5.4). Teacher salary showed no significant difference in elementary and secondary teacher morale in 2005-2006 (t=1.590) and 2006-2007 (t=1.18). Teacher benefits showed no significant difference in 2005-2006 (t=.388) and in 2006-2007 (t=.884). Teacher morale based on benefits showed significant differences in 2005-2006 (t=5.964) and in 2006-2007 (t=5.511).
The Correlation of the Perceived Leadership Style of Middle School Principals to Teacher Job Satisfaction and Efficacy
Author: Jack Dale (Jr)Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194
Book Description
This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher- perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools.
Analysis of the Relationship Between Principal Leadership Style and Teacher Job Satisfaction
Author: June M. SmithPublisher:
ISBN:
Category : Leadership
Languages : en
Pages : 178
Book Description
ABSTRACT: This study analyzed the relationship between principal leadership style and teacher job satisfaction in 28 elementary schools in the Charlotte-Mecklenburg School System, a large urban school district in the Piedmont region of North Carolina. Using Hersey and Blanchard's situational leadership model, principal leadership style was based on the perceptions of teachers as measured by the LEAD-Other instrument. Teacher job satisfaction was determined by the job satisfaction component of the Charlotte-Mecklenburg School System's Teacher Survey, and principal and teacher demographic data were gathered using a survey instrument. The results indicated that there was not a statistically significant difference in teacher job satisfaction based upon the principal's leadership style. However, the mean scores implied that teachers in the sample who perceived their principals as Style2(High Task/High Relationship) were most satisfied with their jobs. Teachers in the sample were least satisfied with Style1(High Task/Low Relationship) principals. Analysis of demographic data, such as age and highest degree completed, revealed no statistically significant differences in job satisfaction. However, based on the mean scores, teachers in the sample with male principals appeared to be more satisfied with their jobs than teachers who had female principals.
Principal Self-efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction
Author: Molly Lynn EvansPublisher:
ISBN:
Category : Education
Languages : en
Pages : 176
Book Description
In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
The Impact of Principal Leadership Style on Teacher Job Satisfaction, Motivation, and Retention
Author: Tracey FergusonPublisher:
ISBN:
Category : Career development
Languages : en
Pages : 92
Book Description
The Principal as a Key Factor in Teacher Job Satisfaction
Author: Susan Elizabeth MyersPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 318
Book Description