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Author: Teresa G. Perkins Publisher: ISBN: 9781392451991 Category : Public schools Languages : en Pages : 0
Book Description
This study examines United States public school principals' job satisfaction by region and several other context factors including principals' gender, school level and school location. The purpose of this study is to identify significant context factors that might make a difference to principal job satisfaction for all public schools in the United States. Educational research clearly posits principals support student achievement and teacher effectiveness, and so this study's exploration of influencing context factors related to principal job satisfaction is timely, relevant, and necessary. A sample of US public school principals is from the 2015-16 National Teachers and Principals Survey (NTPS) principal data that was collected by the National Center for Education Statistics (NCES). This study will apply one-way ANOVA to compare principal job satisfaction between the four regions and then apply two-way ANOVA to further compare principal job satisfaction by region and one of the three context factors (principal gender, school level, and school location). At publication, this study is the first comprehensive research of United States public school principals' job satisfaction by region and by region with specific independent variables tied to contextual relevance. The findings will have implications for principal retention, and for the design of current and future professional development action plans for building administrators, school continuous improvement plans and higher education leadership studies for aspiring principals.
Author: Teresa G. Perkins Publisher: ISBN: 9781392451991 Category : Public schools Languages : en Pages : 0
Book Description
This study examines United States public school principals' job satisfaction by region and several other context factors including principals' gender, school level and school location. The purpose of this study is to identify significant context factors that might make a difference to principal job satisfaction for all public schools in the United States. Educational research clearly posits principals support student achievement and teacher effectiveness, and so this study's exploration of influencing context factors related to principal job satisfaction is timely, relevant, and necessary. A sample of US public school principals is from the 2015-16 National Teachers and Principals Survey (NTPS) principal data that was collected by the National Center for Education Statistics (NCES). This study will apply one-way ANOVA to compare principal job satisfaction between the four regions and then apply two-way ANOVA to further compare principal job satisfaction by region and one of the three context factors (principal gender, school level, and school location). At publication, this study is the first comprehensive research of United States public school principals' job satisfaction by region and by region with specific independent variables tied to contextual relevance. The findings will have implications for principal retention, and for the design of current and future professional development action plans for building administrators, school continuous improvement plans and higher education leadership studies for aspiring principals.
Author: Jason Michael Moss Publisher: ISBN: Category : Educational leadership Languages : en Pages : 93
Book Description
Principal turnover is a serious issue across the United States with the turnover rate between 17 and 21 percent per year (Levin et al., 2019). School districts in Wyoming, a state with a rural population higher than 95 percent, are faced with principal turnover as well. If principals are not satisfied with their job, it could affect their interactions and relationships with important stakeholders within the system including with students, staff, and parents. The job satisfaction for school principals has been the subject of several research studies in recent years as concerns over principal turnover have become more widespread. Job satisfaction has been studied throughout the United States in many states and other countries, but not yet in Wyoming. What is the current overall level of job satisfaction of Wyoming K-12 public school principals compared to previous years? How has the COVID-19 pandemic changed job satisfaction over time? What conditions have led to increased job satisfaction in Wyoming K-12 principals compared to previous years? What conditions have led to decreased job satisfaction in Wyoming K-12 principals compared to previous years? Using quantitative analysis, this study investigates the overall job satisfaction of Wyoming principals to answer these research questions.
Author: Publisher: ISBN: Category : Languages : en Pages : 278
Book Description
High school principals are organizational leaders that are critical to the pursuit of providing students a quality opportunity to learn. Impeding the attraction and retention of quality leadership is the thoughtful analysis of influences affecting the job satisfaction of the high school principal. This study used a mixed-method approach to data gathering. The quantitative method selected was survey research. The data were analyzed using descriptive statistics by frequency distributions, percentages, means, and standard deviations. In addition, the five hypotheses were tested using one-way analysis of variance (ANOVA). When the omnibus Fs indicated significance, Tukey's post-hoc tests were performed to determine which level/groups of the independent variables were significantly different. The second method used to gather data was qualitative techniques in research. A semi-structured interview of five Arizona high school principals was constructed based on the analysis of data derived from the quantitative survey. Results of the analysis suggested that being a high school principal in the State of Arizona can be an intrinsically, extrinsically, and generally satisfying job. In addition, results of this study suggest a significant relationship between high school principals' job satisfaction and the quality of their professional development. This project also revealed there was no significant relationship between job satisfaction and financial compensation. Future research should look to determine if quality professional development is defined as the current needs facing the high school principal, the lack of preparation individuals received prior to becoming a high school principal, or if quality professional development is significant because it provides high school principals the opportunity to develop relationships with colleagues outside of their individual school.
Author: Barbara Sliker Weikert Publisher: ISBN: Category : Job satisfaction Languages : en Pages : 104
Book Description
This qualitative study explored job satisfaction and stress among principals in Pennsylvania. The study took place in seven public school districts from 1 county in southeastern Pennsylvania that serves students from Kindergarten to 12th grade. Instruments used in this study included the Principal Satisfaction and Stress Questionnaire (PSSQ), which is a survey with Likert scale and open-ended questions designed for this study, and individual interviews. Thirty four principals participated in the PSSQ and 9 principals participated in the interviews. Principals involved in the study led either elementary, middle, or high schools. The results of the study suggest that there are factors which directly affect job satisfaction for principals and also factors which contribute to the stress of the position. According to principals, spending time with students and teachers positively affects job satisfaction. Principals also reported that policy instructions from the Pennsylvania Department of Education negatively affect job satisfaction. Principals indicated that challenging policy demands and overwhelming mandates were the greatest stressor of the position. The second greatest stressor faced by principals was time constraints. Principals stated that additional support and limiting state mandates would increase job satisfaction.
Author: Teresa G. Perkins
Author: Teresa G. Perkins
Author: Ted Raymond Fansher
Author: Jason Michael Moss
Author: Terry L. Hazard
Author: Marianne Perie
Author: 
Author: Terry Lynn Hazard
Author: Mary Sundby Dahl
Author: Barbara Sliker Weikert
Author: Kuei-Lung Chen