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Differences Between Principals Leadership Styles And Teachers Job Satisfaction In Selected Middle Schools
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Book Synopsis Differences Between Principals' Leadership Styles and Teachers' Job Satisfaction in Selected Middle Schools by : Jerry Gaither
Download or read book Differences Between Principals' Leadership Styles and Teachers' Job Satisfaction in Selected Middle Schools written by Jerry Gaither and published by . This book was released on 2008 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Correlation of the Perceived Leadership Style of Middle School Principals to Teacher Job Satisfaction and Efficacy by : Jack Dale (Jr)
Download or read book The Correlation of the Perceived Leadership Style of Middle School Principals to Teacher Job Satisfaction and Efficacy written by Jack Dale (Jr) and published by . This book was released on 2012 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Principals' Leadership Style and Teachers' Job Satisfaction on Selected Elementary Schools by : Nancy Hodge Patton
Download or read book Principals' Leadership Style and Teachers' Job Satisfaction on Selected Elementary Schools written by Nancy Hodge Patton and published by . This book was released on 1992 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analysis of the Relationship Between Principal Leadership Style and Teacher Job Satisfaction by : June M. Smith
Download or read book Analysis of the Relationship Between Principal Leadership Style and Teacher Job Satisfaction written by June M. Smith and published by . This book was released on 2000 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Differences Between Teachers' Perception of Principal's Leadership Styles(s) and Teachers' Job Satisfaction by : Natasha R. Smith
Download or read book Differences Between Teachers' Perception of Principal's Leadership Styles(s) and Teachers' Job Satisfaction written by Natasha R. Smith and published by . This book was released on 2007 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Principals' Leadership Practices and Teachers' Job Satisfaction in North Carolina Public Middle Schools by : Kim Darlene McBroom
Download or read book The Relationship of Principals' Leadership Practices and Teachers' Job Satisfaction in North Carolina Public Middle Schools written by Kim Darlene McBroom and published by . This book was released on 2000 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Collaborative Leadership in Middle Schools and Teacher Job Satisfaction by : A. Greg Bowden
Download or read book Collaborative Leadership in Middle Schools and Teacher Job Satisfaction written by A. Greg Bowden and published by . This book was released on 2021 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This correlational study examined the relationship between the leadership practiced by middle school principals and the job satisfaction reported by their teachers. Data were collected from 10 middle school principals who completed a demographic survey and the Principal Leadership Survey-Self (PLS-S). Data were also collected from 183 teachers who completed a demographic survey, the Principal Leadership Survey-Other (PLS-O), the School Participant Empowerment Scale (SPES), and the Minnesota Satisfaction Questionnaire (MSQ). Sub scale scores from the PLS-O and the SPES were used to measure collaborative leadership. Telephone interviews were conducted with nine of the teachers who reported the highest degree of job satisfaction and nine of the teachers who reported the lowest degree of job satisfaction. Two-sample t-tests, Pearson product moment correlation coefficient, and multiple regression were used to address the following research questions: (1) Is there a relationship between the collaborative leadership practiced by middle school principals and the job satisfaction reported by their teachers? (2) Are there other variables related to teacher job satisfaction? (3) Is there a difference between principal self-rating of collaborative practice and teachers' perception of the principals' collaborative practice? Findings from this study suggest there is a relationship between collaborative leadership and teacher job satisfaction. A moderate positive correlation was found between the SPES score and the MSQ score. In addition, a low positive correlation between the PLS-O score and the MSQ score was found. The additional variables of age, gender, level of education, type of teaching credential held, years of teaching experience, years teaching at this school, and years working with this principal at the school failed to significantly impact teacher job satisfaction. Both quantitative and qualitative data analyses revealed a relationship between principal self-rating of collaborative practice and teachers' perception of their principals' collaborative practice. Principals rated themselves higher in collaborative practice than did their teachers. Although the findings from this study suggest that teachers value principal collaborative practices more than any of the other job satisfaction variables, the qualitative data revealed that administrative support of teachers provided the most positive influence on teacher job satisfaction.
Book Synopsis The Influence of Leadership Styles on Teacher Job Satisfaction by : Patricia M. Saxon
Download or read book The Influence of Leadership Styles on Teacher Job Satisfaction written by Patricia M. Saxon and published by . This book was released on 2015 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this mixed methodology case study was to determine the influence that leadership styles had on teacher job satisfaction. The study was conducted in two rural Title I Georgia districts, and the target population was 86 secondary teachers. The principals in the study completed the Path-Goal Leadership Questionnaire that was used to determine their leadership styles. The teachers completed the Teacher Job Satisfaction and Retention Survey that yielded their job satisfaction levels in six categories. The categories were: rapport with principal, satisfaction with teaching, teacher responsibilities and workload, rapport with teachers, curricular and organizational issues, and retention. The teachers' job satisfaction ratings were compared to their principals' leadership styles. All surveys were mailed to the five participating secondary schools, which were three middle and two high schools. The quantitative data analysis that resulted from the leadership and teacher surveys were presented in narrative form with corresponding tables. The Path-Goal Leadership Questionnaire consisted of 20-items. The principals' leadership styles were identified from the ordinal data. The teacher Job Satisfaction and Retention Survey consisted of 34-items that included demographic items. Also, the survey yielded the teachers' job satisfaction levels for the six survey categories. From the Teacher Job Satisfaction and Retention Survey data, 10 teachers were purposefully selected to participate in interviews. The researcher conducted in-depth interviews were conducted to explore the reasons why teachers were satisfied with their teaching positions at their current schools. The qualitative data from the interviews were analyzed by the researcher. The interview responses from all the teachers were categorized by recurring themes, related ideas, and responses pertinent to the purpose of the study. The intent of the analysis of the qualitative data was to further explore and identify the reasons why teachers were satisfied with their jobs. The findings from the quantitative portion of the study yielded that the directive leadership style was the most dominant. The more directive principals were, the higher the teachers' job satisfaction levels. In addition, the demographic data in the study were also used to identify job satisfaction levels. The data revealed that teachers who were teaching non-content related courses such as fine arts, physical education, and technical courses had higher job satisfaction levels. Also, teachers who had taught at their current schools for 16 or more years had a job satisfaction level of 3.14 on a four-point Likert scale. The qualitative findings of this study revealed that the reasons the teachers were satisfied teaching at their current schools was because their principals were very supportive. They provided the teachers with the necessary materials that they needed to perform their jobs effectively. In addition, the principals allowed their teachers to participate in making instructional decisions that affected the teachers directly. The teachers were also satisfied with the rapport that they had with their students. Educators enjoyed teaching their content and their students. Teachers believed that the strong positive relationships with their students and colleagues were also reasons why they enjoyed teaching at their current schools. The results of this study were pertinent to school districts that want to maintain a positive school culture and retain their current teachers.
Book Synopsis Exploring the Relationship Between Principals' Leadership Style and Teachers' Job Satisfaction in the Public School Setting by : Felicia K. Nichols
Download or read book Exploring the Relationship Between Principals' Leadership Style and Teachers' Job Satisfaction in the Public School Setting written by Felicia K. Nichols and published by . This book was released on 2018 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of the Relationship Between the Perceived Leadership Style of the Principal and Late Career Teacher Job Satisfaction in Selected Elementary Schools by : Kimberley Erin Parkinson
Download or read book An Examination of the Relationship Between the Perceived Leadership Style of the Principal and Late Career Teacher Job Satisfaction in Selected Elementary Schools written by Kimberley Erin Parkinson and published by . This book was released on 2008 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Relationship Between Middle School Teacher Leadership Roles and Job Satisfaction in a Selected School District by : Karen E. Gundal
Download or read book The Relationship Between Middle School Teacher Leadership Roles and Job Satisfaction in a Selected School District written by Karen E. Gundal and published by . This book was released on 2007 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Florida, along with the entire United States, is facing a critical teacher shortage. The need to attract and retain qualified, motivated teachers is imperative if the education system is to continue to deliver quality instruction to all children. Studies (Jones & Hodgson, 1998; Kinman, 2001; Travers & Cooper, 1991) show that teaching is a high-stress occupation with teachers reporting the lowest levels of job satisfaction compared to many other occupations. Teachers report high levels of depression and anxiety, and are in poorer mental health in comparison to other occupational groups. Allowing teachers to be leaders within the education community may facilitate increased job satisfaction and therefore attract and retain the best people. My study investigated the extent to which middle school teachers participate in leadership roles and how such participation affects individual job satisfaction. I examined personal demographics and school demographics, and the interaction of these variables with leadership and job satisfaction.
Book Synopsis The Relationship Between Principal's Leadership Style and Teacher Job Satisfaction by : Pamela Klawitter
Download or read book The Relationship Between Principal's Leadership Style and Teacher Job Satisfaction written by Pamela Klawitter and published by . This book was released on 1985 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Correlational Study of Principals' Leadership Styles and Teachers' Job Satisfaction by : Judy Collmer
Download or read book A Correlational Study of Principals' Leadership Styles and Teachers' Job Satisfaction written by Judy Collmer and published by . This book was released on 1989 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Principal Leadership Style and Teacher Job Satisfaction by : Douglas Benit
Download or read book The Relationship Between Principal Leadership Style and Teacher Job Satisfaction written by Douglas Benit and published by . This book was released on 1991 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationship Between Principals' Sense of Achievement and Teachers' Perceptions of Their Principals' Leadership Behaviors by : Javaid Edward Siddiqi
Download or read book Relationship Between Principals' Sense of Achievement and Teachers' Perceptions of Their Principals' Leadership Behaviors written by Javaid Edward Siddiqi and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the relationship between principals' sense of achievement and teachers' perceptions of their principals' leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District's Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district's annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District's Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals' leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals' sense of achievement and the teachers' perceptions of their principals' leadership behaviors. The data revealed that there was no statistically significant relationship between teachers' perceptions of their principals' leadership behaviors and principals' sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other.
Book Synopsis The Impact of Principal Leadership Styles on Teacher Motivation and Job Satisfaction by : Tracy L. Johnson
Download or read book The Impact of Principal Leadership Styles on Teacher Motivation and Job Satisfaction written by Tracy L. Johnson and published by . This book was released on 2007 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Correlation of the Perceived Leadership Style of High School Principals to Teacher Job Satisfaction and School Morale by : Cedric Mersel Thomas
Download or read book The Correlation of the Perceived Leadership Style of High School Principals to Teacher Job Satisfaction and School Morale written by Cedric Mersel Thomas and published by . This book was released on 2020 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the leadership style of high school principals and its effectiveness as perceive by teachers of a Mid-South school district. Particularly, this study explored the correlations between principal leadership style to teacher job satisfaction and overall school morale. Collectively, 60 teachers participated in the study across one Mid-South school district. The results were collected through online surveys and individual structured interviews. Descriptive statistics, independent samples t test, one-way ANOVAs, and multiple regressions were used to analyze significance. The relationship between administrative leadership style and teacher perceived job satisfaction was strong and significant. The relationship between principal support and positive school morale was moderate and significant. Lastly, the relationship between years of teaching experience and reported job satisfaction showed no significance.
