Download or read book Tennessee Public High School Principals Leadership Behaviors and Teachers Job Satisfaction written by Amie Broughton Rumph and published by . This book was released on 2012 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The attrition rate of teachers is alarming (Darling-Hammond, 2002; Keigher, 2010; Marvel, Lyter, Peltola, Strizek, & Morton, 2006). Factor of the attrition include teachers leaving the profession due to lack of job satisfaction or lack of administrative support (Angelle, 2002; Littrell, 1994; Schlichte, Yssel, & Merbler, 2005). Frameworked by Herzberg's Motivation-Hygiene Theory (Herzberg, Mausner, & Snyderman, 1959), this web-based, quantitative, descriptive study explored the connections between job satisfaction and perceived leadership behaviors. Participants included 302 teachers from public secondary schools in Central and East Tennessee. Instruments used were the Job Satisfaction Survey ([JSS], Spector, 1994), the Study of School Leadership School Staff Questionnaire ([SSLSSQ], Consortium for Policy Research in Education, 2005), and a researcher-created demographics questionnaire. The JSS measured overall job satisfaction and nine individual facets. The SSLSSQ measured five chosen leadership scales (organizational climate, efficacy, trust and support, professional learning community, and academic pressure). The demographics variables were gender, marital status, ethnicity, discipline area, age, school size, tenure status, and number of years under current principal. The study was web-based. Participants completed all three parts online. Analyses included descriptive statistics, ANOVAs, MANOVAs, and regression analysis. Six null hypotheses were tested and all rejected. Statistically significant differences existed between the overall satisfaction and the demographic variables of gender, marital status, tenure, and years under the current principal. Statistically significant differences existed among multiple pairings of each of the facets of the JSS and individual demographic variables. Statistically significant differences existed among multiple pairings of each of the leadership scales and individual demographic variables. A statistically significant relationship existed between overall job satisfaction and overall composite score of the leadership scales. Statistically significant relationships existed between the overall job satisfaction and several of the leadership scales. Statistically significant relationships existed among multiple pairings of facets of the JSS and leadership scales.

Download or read book A Study of the Relationship Between Leadership Behavior of Principals in the Public Schools in East Tennessee and Job Satisfaction of the Teachers written by Janet Sue Barnard and published by . This book was released on 1983 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leadership Behavior of East Tennessee Directors of Public Schools and the Job Satisfaction of Principals written by Gerald Garrison Miller and published by . This book was released on 2003 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leadership Behaviors in High School Principals written by Kenneth R. Jarnagin and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.

Download or read book Comparison of the Leadership Behavior of Principals in Adult High Schools and Traditional High Schools written by Maryam Hill and published by . This book was released on 2011 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to compare the leadership behaviors of principals of adult high schools to that of principals of traditional high schools. According to the Tennessee Department of Labor & Workforce Development (2005) approximately 1.2 million adults over the age of 18 do not have a high school diploma or GED. A review of literature concluded that a limited amount of research has been reported on adult high school programs. The presence of adult high schools in Tennessee warrants exploration of approaches to leadership, which aid in the increase implementation of these schools. The sample population consisted of twenty principals: ten adult high school principals and ten traditional high school principals. The Leader Behavior Description Questionnaire Form XII Self was self-administered to measure leader behavior in the following dimensions: Representation, Reconciliation, and Tolerance for Uncertainty, Persuasion, Structure, and Tolerance for Freedom, Role Assumption, Consideration, and Production in Emphasis, Predictive, Integration, and Superior Orientation. A demographic survey was self-administered to determine participants' years of teaching experience, years as a principal, and highest degree of educational attainment. A one-way analysis of variance (ANOVA) revealed that there was a statistically significant difference in the leadership behaviors of principals in adult high schools, compared to principals in traditional high schools. The results from the study concluded that adult high school principals incorporate more consideration in their leadership and traditional high school principals incorporate more structure in their leadership.

Download or read book Elementary School Teachers Perceptions of Leadership Behavior and Job Satisfaction written by Angela L. Askew and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gain a better understanding of the relationship between elementary teachers' perceptions of their principal's leadership behavior and how these perceptions relate to their job satisfaction. Perceptions were measured by the Leadership Behavior Instrument and the Job Satisfaction Survey. The respondents for the surveys worked in Southeast Tennessee and Northeast Mississippi. This study was guided by the following four questions: 1: How do elementary teachers perceive the leadership behavior of principals in the domains of human relations, trust/decision making, instructional leadership, control, and conflict; 2) To what extent to elementary teachers express satisfaction with their jobs in the domains of supervision, contingent rewards, operating procedures, coworkers, nature of work, and communication; 3) What is the relationship between elementary teachers' perceptions of their leaders' leadership behaviors in the domains of human relations, trust/decision making, instructional leadership, control, and conflict and their overall job satisfaction; and 4) Are there differences in the extent of the relationship between teachers' perceptions of their leaders' leadership behaviors in the five domains, and their overall job satisfaction by variables such as level of education, amount of time at current school, and years of teaching experience? The results of this study indicated that there is a strong correlation between teachers' perceptions of leadership behavior and their job satisfaction. The results of this study did not find a significant correlation between job satisfaction and level of education, amount of time at current school, and years of teaching experience.

Download or read book Leadership Diversity and Inclusion in Organizations written by Neuza Ribeiro and published by Frontiers Media SA. This book was released on 2023-06-23 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Extent Teachers Perceived Level of Principal Servant Leadership Practices Years of Teaching Experience and Highest Degree Attained Predicted the Level of Teacher Job Satisfaction in Northeast Tennessee Middle Schools written by Timothy M. Smith and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.

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 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.

Download or read book The Relationship Between Principal Leadership Behavior and Teacher Job Satisfaction as Perceived by Teachers in a Urban School System written by Yvonne Carey Culbreath and published by . This book was released on 1995 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Leadership Behavior the Thirteen Core Competencies and Teacher Job Satisfaction written by Detris Nanette Crane and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The Leadership Behavior Inventory was used to collect information regarding principal behavior, as perceived by principals and teachers. The Purdue Teacher Opinionaire was used to collect information from teachers regarding job satisfaction. Results indicated that principals valued the 13 core competencies and frequently used them in the administration of their schools, as perceived by teachers and principals. Leadership behavior, informed by the 13 core competencies, and teacher job satisfaction were significantly correlated. These findings support that leader behavior impacts teacher job satisfaction. Principals who perceive the 13 core competencies to be important and who exhibit behavior informed by the competencies, are likely to have teachers who experience greater satisfaction than teachers under the auspices of principals not subscribing to the core competencies. .

Download or read book Leadership and Organizational Outcomes written by Engin Karadağ and published by Springer. This book was released on 2015-03-12 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Download or read book The Effects of Principal Leadership Behavior on New Teachers Overall Job Satisfaction written by Sherree L. Thomas and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationships Among Principal Leadership Behaviors Teachers Motivation and Teacher Job Satisfaction written by Thomas C. Lind and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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: