Personal Influence of the Principal as it Affects Teacher Job Satisfaction in One Junior High School and Seven Elementary Schools in Glenview, Illinois, 1974 PDF Download

Author: Paul R. Beilfuss
Publisher:
ISBN:
Category :
Languages : en
Pages : 192

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Author: Jerome A. Murphy
Publisher:
ISBN:
Category :
Languages : en
Pages : 294

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Author: James Kelly McMullen
Publisher:
ISBN:
Category : Teacher morale
Languages : en
Pages : 87

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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).

Author: Jack Dale (Jr)
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194

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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.

Author: Kimberley Erin Parkinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 334

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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.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 224

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This qualitative study investigated the connection between the behaviors of principals and teacher job satisfaction and motivation, and how this connection results in increased teacher retention. Particularly, the researcher looked at what strategies principals use to motivate and encourage teachers to remain at a school. The researcher also examined teachers' primary reasons for staying at a particular school. Two urban high schools were the sites for this study. The researcher conducted both focus groups and interviews. Individual interviews were held with two principals; one principal had two years of experience and the other had seven years of experience. In addition, the researcher conducted individual interviews with three teachers from each school. One focus group at each school, each composed of three to four participants, also yielded data. The research showed that college education programs do not adequately prepare teachers to work with students and face the various challenges that often accompany them. Teachers need support in order to succeed as educators. The data revealed that the principal sets the tone and is the driving force of a school, thereby having a huge impact on the school environment. Though teachers were more likely to stay at schools where they felt a connection to their students, this study found that the principal is instrumental in teacher retention. The researcher found that though teachers believe they directly have control of many aspects of the school reality, the principal continues to orchestrate and facilitate school operations in an indirect, inclusive manner. The effective, invisible principal creates an environment where teachers are empowered and moved to the forefront, while the principal navigates from the background. The ability of the teacher to focus on teaching and learning is directly correlated with the principal's ability to maintain a safe and orderly environment, complete with the supports and recognition teacher need. These supports satisfy teachers' intrinsic needs, in turn resulting in increased job satisfaction and then increased teacher retention. The behaviors of the principal as they relate to teacher support, interest in the staff, and the principal's ability to motivate the staff all affect teachers' desire to stay.

Author: Kwame Illise Tatum Williams
Publisher:
ISBN:
Category : Educational leadersip
Languages : en
Pages : 242

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Author: Thomas C. Lind
Publisher:
ISBN: 9781369885736
Category : Educational leadership
Languages : en
Pages : 137

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Certain transformational and transactional leadership behaviors exhibited by principals are effective in creating a work environment that supports teacher autonomy and higher levels of teacher job satisfaction. In an age of school reform and increased pressures on teachers to improve student performance, few studies have examined the relationships between principal leadership behaviors, teacher motivation, and teacher job satisfaction. The current study used data gathered from principals to examine the relationships between a principal's transformational and transactional leadership practices and a teacher's autonomous and controlled motivations. In addition, the relationship between a principal's leadership practices and a teacher's level of job satisfaction was examined. Additional analyses were conducted to examine the potential moderating effect of teacher motivation on the relationship between principal leadership style and teacher job satisfaction. Implications for principal training programs, professional development, and future directions for research are discussed.

Author: June M. Smith
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 178

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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.

Author: Maiyoua Vang
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 262

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