Servant Leadership's Effect on Teacher Job Satisfaction and Retention in Early Childhood Education PDF Download
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Author: Amanda B. McKelroy
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0
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Book Description
See ProQuest for summary.
Author: Amanda B. McKelroy
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 0
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Book Description
See ProQuest for summary.
Author: Sonia Blandford
Publisher: Routledge
ISBN: 1134642350
Category : Education
Languages : en
Pages : 252
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Book Description
The importance of professional development for teachers cannot be overstated. In recent years there has been much debate on how to raise standards in schools and it is now recognised by theorists, policy-makers and practitioners that the professional development of teachers is an important factor in this context. For professional development co-ordinators and senior management, knowledge and understanding of the nature of professional development roles and human resource management theories will provide a framework for practice. This book includes chapters on: *managing professional development in a human resources context *government policy *initial teacher training *the school development plan *appraisal *middle management *leadership skills. It will be of interest to co-ordinators of professional development in schools and across local education authorities, and to anyone who is part of a school's senior management team.
Author: Timothy M. Smith
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Many teachers have become dissatisfied with their jobs, leaving their school district or the field of education to purse other careers outside of education. Recently, teacher attrition has been a problem for schools in Tennessee. The shortage of teachers in Tennessee led to the elimination of the Teacher Performance Assessment by the Tennessee State Board of Education for job-embedded educator licensure candidates. The combined SLQ and TJSQ survey was sent to 156 certified middle school teachers from four school districts located in northeast Tennessee. Thirty-six certified middle school teachers completed the survey. I investigated if there was a relationship between teachers’ perceived level of middle school principals’ servant leadership practices and teacher job satisfaction. I also investigated if the teachers’ perceived level of middle school principals’ servant leadership practices, years of teaching experience, or the highest academic degree attained (B.S., M.A., Ed.S, Doctorate) predicted the level of teacher job satisfaction in northeast Tennessee middle schools. I found teachers’ perception of the level of servant leadership by their principals did significantly predict job satisfaction for middle school teachers in northeast Tennessee. I also found neither years of teaching experience nor the highest academic degree attained (B.S., M.A., Ed.S, Doctorate) significantly predicted job satisfaction for middle school teachers in northeast Tennessee.
Author: Christopher W. Basich
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 462
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Book Description
Teacher leadership may affect job satisfaction in positive ways, helping to retain teachers in the field of public education. Providing and facilitating these positions may enable school districts to improve upon the growing teacher retention crisis. Thus, this study explores the ways teacher leadership relates to job satisfaction. Semi-structured interviews, direct observations, and document reviews are utilized to understand how teacher leadership roles relate to job satisfaction. This qualitative case study explores how four teacher leaders in one school district perceive their roles, responsibilities, and experiences. Each of the teacher leaders completed a formal Teacher Leadership Endorsement Program (TLEP) through an accredited university and are classroom teachers in addition to their leadership duties. The gathered data indicate that the teacher leadership role does not stand alone in improving job satisfaction and retention. Instead, it is the interplay between the teacher leader role and the TLEP that improved job satisfaction and retention in the four teacher leaders studied. Additionally, teacher leaders showed increased levels of empowerment, confidence, self-efficacy, decision making, and autonomy by having a teacher leadership role in addition to TLEP training. The results of this study should encourage policymakers and educational leaders to not only support teacher leaders practices but also teacher leadership training through formal TLEP's.
Author: Roger Adam McKenzie
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Elizabeth F. Engelhart
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Patricia M. Saxon
Publisher:
ISBN:
Category : School administrators
Languages : en
Pages : 175
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Book Description
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.
Author: Mary Culver
Publisher: Routledge
ISBN: 1317930282
Category : Education
Languages : en
Pages : 82
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Book Description
This book illustrates how the ideal of servant leadership can be applied in your school today. With real-life scenarios, discussions, and self assessments, this book gives practical suggestions to help you develop into a caring and effective servant leader.
Author: Elena Mirela Samfira
Publisher: Frontiers Media SA
ISBN: 2832537669
Category : Science
Languages : en
Pages : 191
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Book Description
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers. Teachers are important drivers of student success in the immediate term, such as academic success. Nowadays, the education process is influenced by various factors which can all have a strong effect on the quality of teaching and learning. Having the intention to create high-quality teaching and learning, it is very important to clearly determine what those factors are, and what kind of effect they have on the education process. Different teacher characteristics and competencies have been distinguished in the literature as being relevant predictors of their instructional quality. Even though educational psychology has emphasized the significance of the personality role in the education process, the empirical evidence on the relationship between teacher characteristics and instructional quality is not yet conclusive. Certainly, there is much more to find out.
Author: Saliha Murtic
Publisher:
ISBN:
Category : Associations, institutions, etc
Languages : en
Pages : 176
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Book Description
Purpose: This correlation study determined the relationship between the level of servant-leadership practices of department chairs perceived by their foreign language teachers and the level of those same teachers' job satisfaction within the Defense Language Institute Foreign Language Center (DLIFLC) in Monterey, CA. Methodology: The study employed a quantitative method using descriptive and inferential statistical tests to answer the research questions. The sample population included 165 foreign language classroom teachers within the undergraduate basic language training at the DLIFLC. The data were collected through the Servant Leadership Questionnaire (Barbuto and Wheeler, 2006) and the Teacher Job Satisfaction Questionnaire (Lester, 1982). The bi-variate correlations, using a two-tailed Pearson test of correlation coefficients, were computed to assess the degree of relationship. Findings: although all aspects of servant leadership are important to teacher job satisfaction, the degree to which department chairs practice servant leadership skills does not relate identically to all factors of teacher job satisfaction. Teachers demonstrated that the most satisfying factor was the opportunity to be accountable for their own work and the opportunity to take part in policy and decision-making activities. Conclusions: The results of the study demonstrate the benefits of applying the servant leadership model to teachers' job satisfaction. Teachers need first to experience the feeling of being satisfied with their jobs in order to fully contribute to the overall well-being of the DLIFLC. Building a strong culture and practice of servant leadership at all levels would help the Institute to prosper. Recommendations: Provide continuing professional growth opportunities in the area of servant leadership with a focus on active listening, reflection and empathy. Conduct a study that compares servant leadership with other leadership styles to determine which leadership style teachers respond to with a higher degree of satisfaction. Some future studies should look at leadership correlated to teacher productivity and/or student results.
