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Author: Christen M. Davis Publisher: ISBN: Category : Languages : en Pages : 103
Book Description
The purpose of this study was to investigate administrative influence on teacher job satisfaction based on the perspectives of teachers using Frederick Herzberg, Bernard Mausner, and Barbara Snyderman's Two-Factor Theory on job satisfaction as the theoretical framework. This study also explored the administrative actions and behaviors that teachers felt contributed to teacher job satisfaction and dissatisfaction. This qualitative study used open-ended interviews to gather all data. Through these interviews, the administrative qualities that emerged as important were: integrity, leadership, professionalism, support, and communication. Integrity included trust, honesty, and being ethical. Leadership involved making decisions, administrator knowledge, consistency, ownership and responsibility, and ability. Professionalism pertained to teachers being treated as knowledgeable, with respect, and as team members. Administrative support included classroom, parent, personal, and professional support. Communication involved open communication between the members of the school. Findings of this study showed that administrators do effect teacher job satisfaction. These participants also felt that administrative influence was the most influential variable effecting teacher job satisfaction. They also believed that teacher job satisfaction effected the students, which indirectly connected administrators to student success.
Author: Christen M. Davis Publisher: ISBN: Category : Languages : en Pages : 103
Book Description
The purpose of this study was to investigate administrative influence on teacher job satisfaction based on the perspectives of teachers using Frederick Herzberg, Bernard Mausner, and Barbara Snyderman's Two-Factor Theory on job satisfaction as the theoretical framework. This study also explored the administrative actions and behaviors that teachers felt contributed to teacher job satisfaction and dissatisfaction. This qualitative study used open-ended interviews to gather all data. Through these interviews, the administrative qualities that emerged as important were: integrity, leadership, professionalism, support, and communication. Integrity included trust, honesty, and being ethical. Leadership involved making decisions, administrator knowledge, consistency, ownership and responsibility, and ability. Professionalism pertained to teachers being treated as knowledgeable, with respect, and as team members. Administrative support included classroom, parent, personal, and professional support. Communication involved open communication between the members of the school. Findings of this study showed that administrators do effect teacher job satisfaction. These participants also felt that administrative influence was the most influential variable effecting teacher job satisfaction. They also believed that teacher job satisfaction effected the students, which indirectly connected administrators to student success.
Author: Angela L. Askew Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study was to gain a better understanding of the relationship between elementary teachers' perceptions of their principal's leadership behavior and how these perceptions relate to their job satisfaction. Perceptions were measured by the Leadership Behavior Instrument and the Job Satisfaction Survey. The respondents for the surveys worked in Southeast Tennessee and Northeast Mississippi. This study was guided by the following four questions: 1: How do elementary teachers perceive the leadership behavior of principals in the domains of human relations, trust/decision making, instructional leadership, control, and conflict; 2) To what extent to elementary teachers express satisfaction with their jobs in the domains of supervision, contingent rewards, operating procedures, coworkers, nature of work, and communication; 3) What is the relationship between elementary teachers' perceptions of their leaders' leadership behaviors in the domains of human relations, trust/decision making, instructional leadership, control, and conflict and their overall job satisfaction; and 4) Are there differences in the extent of the relationship between teachers' perceptions of their leaders' leadership behaviors in the five domains, and their overall job satisfaction by variables such as level of education, amount of time at current school, and years of teaching experience? The results of this study indicated that there is a strong correlation between teachers' perceptions of leadership behavior and their job satisfaction. The results of this study did not find a significant correlation between job satisfaction and level of education, amount of time at current school, and years of teaching experience.
Author: Rachel Brackett Zaionz Publisher: ISBN: Category : Elementary school teachers Languages : en Pages : 126
Book Description
This dissertation examined the relationship between elementary school teachers' job satisfaction and their perception of administrative support. The Teacher Job Satisfaction Questionnaire and the Teacher Perception of Administrative Support were used to measure the two variables in Title I elementary schools in the southwest education alliance region of North Carolina. Two hundred nine teachers completed and returned both questionnaires (usable return rate of 37%). The data revealed a moderate to strong correlation in the relationship between job satisfaction and perceived administrative support. Differences by gender and years of teaching experience were insignificant, but the difference in relation to years of the administrator's administrative experience was significant. [modified author abstract].
Author: Caroline R. Gilbert Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
This study explored the relationships between perceived administrative support, job satisfaction, and organizational commitment as experienced by elementary teachers. Semi-structured interviews were conducted with 16 elementary school teachers to gain insight through their perspectives of the lived experiences of administrator support and how it influences job satisfaction and organizational commitment. Social exchange theory was selected as the guiding theory for the study, which is best applied to understand the nature of the relationships between perceived administrative support and organizational commitment. The study's findings indicated that teachers' perceptions of support are directly affected by their relationship with their administrators. The themes from the research suggest administrators must establish relationships built on praise and trust to affect teachers' organizational commitment positively. Additional themes suggest that administrator trust is perceived as the level of autonomy afforded to teachers in the classroom along with the availability of leadership opportunities. Those who shared negative experiences with their administration, both past and present, including distrust and dissatisfaction, had little to no affective commitment, which resulted in either leaving the school or the profession. Those who shared positive experiences with their administrator that resulted in feeling valued, expressed various levels of positive affective commitment. Satisfaction may be defined differently depending on years of experience; however, the presence of administrative support and the perception thereof is an essential element in achieving job satisfaction. The teachers in this study expressed that a sense of job satisfaction comes from the opportunity to explore leadership within the school. The findings of this study converge with the notion that perceived administrative support significantly influences teachers' decisions to attrite. Recognizing the lack of leadership opportunities within the inherent teaching model, it is recommended that districts implement systems of leadership advancement opportunities for teachers. Further, recognizing the role that leadership plays in the retention of teachers, a shift must be made in not only how we choose leadership but how we support, train, and evaluate leadership in schools. A larger quantitative survey of teachers nationwide is recommended for future research to further understand the attitudes of teachers toward their perceptions of administrative support in terms of leadership opportunities and teacher autonomy.
Author: LeAnna M. Webb Publisher: ISBN: Category : Education Languages : en Pages : 0
Book Description
The purpose of this qualitative, interpretive study was to discover teachers’ and administrators’ perceptions on faculty trust and how faculty trust influenced teachers’ job satisfaction and school morale in rural, East Tennessee elementary schools. The sample size of this study included 25 teachers and six administrators from two rural school districts, for a total of 31 participants in this study. Overall, I derived eight themes, one of positive perceptions and one negative perceptions from teachers and administrators for each of the four research questions. For Research Question 1, teachers perceived faculty trust influenced teachers’ job satisfaction positively in rural, East Tennessee elementary schools by creating positive environments and opportunities for teachers to take chances and negatively by creating threatening environments and emotional distress. For Research Question 2, teachers perceived faculty trust influenced school morale positively in rural, East Tennessee elementary schools by creating positive, safe, and supportive environments and negatively by creating unsafe, discontent environments and teacher turnover. For Research Question 3, administrators perceived faculty trust influenced teachers' job satisfaction positively in rural, East Tennessee elementary schools by creating positive and safe environments and negatively by creating destructive environments and teacher turnover. For Research Question 4, administrators perceived faculty trust influenced school morale positively which created positive, safe, and supportive environments and negatively which included toxic and isolating environments.
Author: Jody Mac Foreman Publisher: ISBN: Category : Elementary school teachers Languages : en Pages : 135
Book Description
The purpose of the study was to compare elementary teachers’ and elementary administrators’ perceptions of teacher motivation. By identifying that differences exist between elementary teachers’ and elementary administrators’ perceptions of what motivates teachers, it allows for administrators to gain a better understanding and possibly design more effective strategies for enhancing teacher motivation. Additionally, it opens the door for further studies, not only with elementary teachers and administrators, but at the middle and high school levels as well. This study used a quantitative methodology with a causal comparative design. The sample population came from two school districts in South Carolina, the Alpha School District (ASD, a pseudonym) and the Beta School District (BSD, a pseudonym). The ASD contained a mix of rural, suburban, and urban stakeholders while the BSD was rural. The sample included 251 elementary teachers and 31 administrators from twelve schools in the two districts who completed the Teacher Motivation and Job Satisfaction Survey (TMJS) electronically through Survey Monkey. The sample size for this study included a total of 282 participants. All data was collected by Survey Monkey. Overall statistical comparisons of elementary teachers’ and administrators’ perceptions of teacher motivation and comparisons of teacher motivation as delineated by gender were analyzed with independent samples t-tests. Comparisons of teachers based on their length of service were analyzed with ANOVA’s. Results indicated statistically significant differences between elementary teachers’ and administrators’ perceptions of teacher motivation. Results indicated no difference in perceptions of motivation for either gender or length of service. Implications for practice and recommendations for future studies are included.
Author: Christen M. Davis
Author: Christen M. Davis
Author: Angela L. Askew
Author: Rachel Brackett Zaionz
Author: Caroline R. Gilbert
Author: Susan Elizabeth Myers
Author: LeAnna M. Webb
Author: Eric Douglas Middleton
Author: Jody Mac Foreman
Author: Brenda K. Longshore
Author: Marianne Perie