Download or read book Relationship of Teacher Perception of Principal Leadership Practices and Job Satisfaction in the Southeast Region of the Association of Christian Schools International written by John Barlow and published by . This book was released on 2015 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies have been conducted on principal leadership and employee perceptions in the corporate and public sector. However, there are gaps in the research regarding the relationship between the perception of principal leadership practices and one dimension of person-organization fit, job satisfaction, in the specific demographic of teachers in the Southeast Region of the Association of Christian Schools International. This study was conducted to begin the process of understanding this phenomenon. Kouzes and Posner's (2012) five practice of exemplary leadership and the theoretical framework of person-organization fit supported the development of this study (Kristof-Brown & Guay, 2011). Teachers from the population of accredited Christian schools in the Southeast Region of the Association of Christian Schools International completed Likert-style surveys using the Leadership Practices Inventory (Observer) and Job Satisfaction Survey. A multiple linear regression was conducted to test the hypotheses concerning the relationship between teacher perceptions of leadership practices and job satisfaction. The results demonstrated a relationship between the combination of the five leadership practices, the specific Enable Others to Act practice and teacher job satisfaction. Further research would include similar studies that examine leadership practices and other dimensions of person-organization fit utilizing quantitative and qualitative research designs. The implication of this study provides a basis for Christian schools to implement training and mentoring programs for school leaders with a focus on the Five Practices of Exemplary Leadership to intentionally lead with a Biblical worldview.
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.
Download or read book The Relationship Between the Teachers Perception of the High School Principal s Leadership Style and the Correlates Job Satisfaction and Morale written by H. Douglas Wilcox and published by . This book was released on 1992 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Between Elementary School Teacher Perceptions of Principal Leadership Style style Adaptability and Teacher Job Satisfaction satisfaction with Supervision written by Abby Lynn Winkler and published by . This book was released on 1983 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Principal Leadership Behavior and Shared Decision Making in Select Southeast Georgia Secondary Schools written by Lacey Lamb Wynn and published by . This book was released on 2020 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools
Download or read book A Survey of School Leaders Perceptions of Their Leadership Practices and Teachers Perceptions of Professional Learning Communities written by Wanda Jones Phillips and published by . This book was released on 2014 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, survey study was to investigate the relationship between the leadership practices of principals and teacher perceptions of schools as professional learning communities. Twelve principals and 203 teachers at 12 selected schools in a small, rural Louisiana school district participated in the study. Data were collected on principal leadership practices as measured by the Leadership Practice Inventory and teacher perceptions of schools as professional learning communities as measured by the Professional Learning Community Assessment- Revised (PLCA-R) online survey. Correlational analysis revealed the principal self-rated LPI scores were significantly correlated only with the dimension of supported conditions- structures (SCS) from the PLCA-R. The correlation was negative, suggesting that perceptions of SCS were reduced as the principals rated themselves higher on LPI dimensions. Teacher observed leadership scores were significantly, positively correlated with the dimension of supported conditions- relationships (SCR) from PLCA-R. A nonparametric, Kruskal-Wallis test was used to analyze the potential differences among the 12 schools in their professional learning communities. There were significant differences among the schools in all six dimensions of professional learning communities. Collective learning and application and shared personal practices appeared to be more challenging to the schools. This study may provide a greater understanding of how leadership practices affect educational accountability, collaboration, sustainability, and teacher leadership.
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.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Self efficacy Teacher Perceptions of Principal Performance and Teacher Job Satisfaction written by Molly Lynn Evans and published by . This book was released on 2016 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
Download or read book The Relationship of Teachers Job Satisfaction and Their Perceptions of Principals Leadership Styles in Private Vocational High Schools in a Selected Metropolitan Area of Taiwan written by Ining Yuan-Hsiang Chu and published by . This book was released on 1993 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Download or read book Teacher Perceptions of the Servant Leadership Characteristics of One Principal in Relation to Job Satisfaction written by Amanda Blue Brown and published by . This book was released on 2014 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this exploratory case study was to explore teacher perceptions of the servant leadership characteristics of one principal and how that correlated with their job satisfaction. Thirty-two full-time elementary school teachers in one district located in the Southwestern United States participated in the study. Laub's Organizational Assessment (OLA) was used to measure their perceptions of the servant leadership characteristics of one principal, while the Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) was utilized to measure their job satisfaction. Interviews were conducted with eight participants to gain more information related to the teacher's perception of this one principal and job satisfaction. Overall statistical analysis indicated no correlation between the teachers' perceptions of servant leadership characteristics of one principal and job satisfaction. The majority of the r values generated from the correlation of the OLA and the MCMJSS were greater than the level of significance of .05 (p value > ©Ł), indicating an acceptance of the null hypothesis. However, some domains of the teacher's perceptions of the servant leadership characteristics of one principal had significant, negative correlations to teacher job satisfaction. These included Displays Authenticity, Values People, Provides Leadership, and Shares Leadership. Findings from the in-depth interviews indicated that teachers wanted transparent and consistent leadership, and a principal who is approachable, authentic and who values the staff. Furthermore, teachers indicated they valued a comfortable and consistent school environment. The study may enhance principals' understanding of the perceptions teachers have about the way principals lead.
Download or read book A Study of the Relationship Between Teachers Perception of Principal s Leadership Practices and School Culture to Student Achievement written by Ragan Renee Dufrene Orgeron Lorraine and published by . This book was released on 2011 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Inexperienced Teacher Job Satisfaction and Perceptions of Principal s Leadership Style written by Dale Sullivan Lamb and published by . This book was released on 1993 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship between Catholic School Principal Leadership Style and Teacher Job Satisfaction written by Denise P. Rios and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Principals Leadership Qualities on Teachers Trust and Job Satisfaction in Secondary Schools written by Daniel Sahd and published by . This book was released on 2013 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the impact of principals' leadership traits and behaviors on the development of trust in relationships with teachers. Teacher job satisfaction was also studied as a secondary effect of principal leadership and interactions with teachers. Five secondary public school principals volunteered to participate in this study in order to compare their own perceptions about school leadership to those of their teachers. Seventy-nine teachers from the participant schools also volunteered to be part of the study to provide their perceptions of principals' leadership qualities and an assessment of trust and job satisfaction in their schools. A framework for qualitative research included instruments such as Likert-scale survey items, open-ended survey questions, and interviews. Comparative analysis of the data from each school and population was conducted to identify themes in the data and to infer the connections between the perceptions of principals and teachers. Based on collective data among all participants and comparisons among school, primary factors of teacher trust and job satisfaction included characteristics such as management and leadership behaviors, communication qualities, and values and personal ethics apparent in the approach to leadership by the principals. The findings of this study may prove helpful for school principals in efforts to foster trust with the faculty and increase satisfaction for teachers in their jobs. Principals and teachers tended to agree on the most important leadership traits for trust development as well as the ways that principals can positively influence teacher job satisfaction. Effective principals regularly evaluate teacher trust and job satisfaction within their schools and make considerations for possible improvements.
Download or read book Principals Transformational Leadership Skills and Their Teachers Job Satisfaction in Nigeria written by Francis O. Ejimofor and published by . This book was released on 2007 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between teachers' perceptions of principals' transformational leadership skills and teachers' job satisfaction. It also revealed the relationship between principals' demographic characteristics and their perceptions of their ability to be transformational in their leadership styles. Participants were 518 secondary school teachers and 48 principals from two large Local Government Areas in Southeastern Nigeria. Multiple linear regression was used to analyze data. It was found that principals' transformational leadership skills significantly impacted teachers' job satisfaction. Some demographic variables of teachers were also studied to determine their relationship with job satisfaction. The results revealed that principals who spent more years in the same school perceived their leadership as transformational while principals with less number of years in the same school did not. Principals' years of professional experience and gender did not account for a significant variance in their perceptions of their ability to be transformative in their leadership styles. It was recommended that education ministries and boards should establish and implement programs that help to foster transformational leadership skills among school principals. Programs such as seminars, workshops and updates on school administration might be of great help. It was also recommended that secondary school principals demonstrate fundamental respect for teachers' ingenuity, ideas, decisions, knowledge and growth, and develop skills for building and maintaining friendship and collegiality. Finally, this study recommended that education ministries and boards integrate demographic characteristics of school principals/teachers with continuous assessment and evaluation of their performance.
