Differences Between Teachers' Perception of Principal's Leadership Styles(s) and Teachers' Job Satisfaction PDF Download
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Author: Natasha R. Smith
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 128
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Book Description
Author: Natasha R. Smith
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 128
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Book Description
Author: Marty A Cosby
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Book Description
This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
Author: Jerry Gaither
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 234
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Book Description
Author: Eric Matthew Denton
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 160
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Book Description
This study addresses the challenge principals face in retaining highly qualified and effective teachers in their schools. Although efforts to recruit new teachers have proven successful, teachers are leaving education at alarming rates, especially in the first four years of their careers. The purpose of this study was to identify what school principals can do to increase teachers' job satisfaction and retention. To do so, 12 veteran teachers from four schools were interviewed from February to April 2009. The participants answered questions concerning their levels of job satisfaction, their perceptions of their principals' leadership styles, and their reasons for continuing to teach. The data revealed that principals can increase teachers' job satisfaction and retention rates by encouraging positive and respectful relationships among teachers and their students and among the faculty, staff, and administration; treating teachers as professionals and providing them with opportunities for professional growth; providing teachers with positive feedback; being accessible and listening to teachers; establishing high expectations for student achievement and teacher performance; and supporting the efforts of teachers. This data will increase principals' awareness about what leadership styles and practices can increase the job satisfaction of their teachers and help them retain highly qualified and effective teachers in their schools.
Author: June M. Smith
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 178
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Book Description
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: Mohd Rozi Ismail
Publisher:
ISBN: 9783659255045
Category :
Languages : en
Pages : 0
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Author: Jack Dale (Jr)
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194
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Book Description
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: Gregg M. Eddins
Publisher:
ISBN:
Category : Electronic Dissertations
Languages : en
Pages : 386
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Book Description
The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost.
Author: H. Douglas Wilcox
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 418
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Book Description
Author: Kimberley Erin Parkinson
Publisher:
ISBN:
Category :
Languages : en
Pages : 334
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Book Description
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.
