Download or read book The Influence of Principal Gender Teachers Years of Experience and Retention on Teacher Perceptions of Principal Leadership Style Qualities and Job Satisfaction written by Gregg M. Eddins and published by . This book was released on 2012 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Teachers Perceptions of how Leadership Styles and Practices of Principals Influence Their Job Satisfaction and Retention written by Eric Matthew Denton and published by . This book was released on 2009 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Teacher Perceptions of African American Principal Leadership written by Darlene Morgan Brown and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated teachers' perceptions of African-American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2005 school year. Each teacher participant completed either an electronic or paper version of the Leadership and Management of Schools Survey Instrument (LMSS) which addressed the leadership and management traits of the principal and the demographic data on the teachers. The findings indicated that African-American principals are perceived as using high levels of transformational and transactional leadership. Additionally, results indicated that race influences the leadership credibility of the African-American principal. There did not appear to be a significant relationship between teachers' perceptions and gender of a teacher, gender of the principal, or both, and no relationship was found between the years of teachers' experience and their perceptions of the African-American principals. However, teachers' perceptions of African-American principals' leadership and management qualities increased positively with the number of years of experience working with the principal. Indications from these findings can be useful to universities, colleges, and school districts in making informed decisions concerning the training, recruitment, and placement of African-American principals.

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 Principal s Role in Retaining Teachers written by Dale N. Carlson and published by . This book was released on 2004 with total page 164 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 An Examination of the Effectiveness of a Principal Leadership Screening Program on Teacher Perception and Teacher Retention written by Barbara D. McKinney and published by . This book was released on 2009 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school principal is accountable for an environment conducive to learning. Qualified leaders improve student learning and affect the perceptions of members of the organization and their intention to stay. The responsibilities for school success and the shortage of applicants make it imperative that qualified principals are recruited and hired. Effective screening programs can ensure the candidates selected are prepared for leadership positions. Teachers' perceptions of their principal's leadership are related to job satisfaction, job resignation, and transfers. Therefore, teachers' perceptions of principals provide a basis to evaluate the quality of principals' leadership. The effectiveness of a principal leadership-screening instrument on teacher perceptions and teacher retention was examined. Two groups of principals were analyzed-those principals who completed the PrincipalInsight process and those who did not. Data were collected from a staff perception survey and teacher retention records. The PrincipalInsight scores of the principals who were hired did not correlate to the teacher ratings from the staff perception survey. Nor did the PrincipalInsight scores correlate with retention rates at schools with novice principals. Therefore, the recruitment and hiring of candidates for principal based on scores from the PrincipalInsight is a matter for concern. However, findings indicated a significant correlation between the teacher ratings and teacher retention for veteran principals. Recommendations include using veteran teachers to prescreen and evaluate candidates in light of, and with respect to the criteria developed for the screening program. The findings suggest veteran principals provide a sense of community where teachers feel valued, supported, and applauded for their talents and skills, which encourages them to remain employed at their schools. Efforts must be made to implement professional development for new principals to facilitate an understanding for the necessity of building relationships, peer support, and a community for teachers, which are major factors in retaining teachers. The findings provide information on structured screenings and their effectiveness in leadership hiring practices. Information from this study can serve to establish a protocol for the hiring of quality applicants for principal position. The participation of veteran principals and teachers is strongly encouraged in the process of the selection of new principals as their expertise and knowledge is most aligned with the responsibilities needed for present leadership positions.

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.

Download or read book The Relationship Between Servant Leadership of Principals and Beginning Teacher Job Satisfaction and Intent to Stay written by Randy D. Caffey and published by . This book was released on 2012 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been an ever increasing percentage of beginning teachers who leave the teaching profession within the first five years. The overall purpose of this study was to gain insight into servant leadership characteristics and the impact on new teacher retention. The researcher implemented quantitative research methods to investigate the relationship between servant leadership of principals and beginning teacher's job satisfaction and intent to stay. Data was gathered via two surveys to collect data on beginning teacher perception of servant leadership characteristics displayed by their principal and servant leadership traits which contribute to beginning teacher job satisfaction and intent to stay. Participants included beginning teachers currently employed in south-central Missouri. For this study, a random sample was collected from beginning teachers with five years teaching experience or less. The participants included Missouri certified teachers at various grade levels and areas of certification. The study yielded a high rate of response from survey participants. Data analysis revealed a positive perception by beginning teachers of their principals' servant leadership characteristics. Correlations showed a statistically significant, positive relationship between servant leadership and beginning teacher job satisfaction. In addition, correlations showed a statistically significant, positive relationship between servant leadership and beginning teacher intent to stay. This study has implications for public school administration by highlighting servant leadership characteristics including empowerment, vision, agapao love, and humility.

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 Impact of Principal Leadership Style on Teacher Job Satisfaction Motivation and Retention written by Tracey Ferguson and published by . This book was released on 2016 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher s Perception of Their Principal s Leadership Style and the Effects on Student Achievement in Improving and Non improving Schools written by Brenda Kay Hardman and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.

Download or read book Teachers Perception of Elementary School Principals Leadership Styles in under performing Level 2 Schools and superior Level 5 Schools in Mississippi written by Rhonda Deloise Powe and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how the participants perceived their principal's transformational and transactional leadership style and whether differences existed in their perceptions based on the demographic variables of age, gender, experience, educational attainment and ethnicity. Transformational leaders were considered influential, change agents who motivated teachers to work collaboratively as a team to achieve defined goals. On the other hand, transactional leaders developed impersonal relationships and motivated teachers according to their personal self-interest. They focused on social and economic exchanges, using contingent rewards to reinforce positive behaviors and administered punishment to reform negative behaviors. One hundred and thirteen participants from six elementary schools participated in this study. The Multi-Leadership Questionnaire was used to collect data. Cronbach alpha was used to establish internal reliability consistency of the instrument. The data were analyzed using mean scores, percentages, chi-square, t-test and ANOVA. The research findings indicated that perception scores at both school levels were higher for transformational leadership than transactional leadership. According to the mean score interpretation (Table 2) and the participants' mean scores, 92.9 % of participants perceived their principal as fairly often a transformational leader and 7.1% of participants perceived their principal as frequently a transformational leader. Ironically, 100% of participants perceived their principal as sometimes a transactional leader. The research findings further indicated that overall, teachers at both levels perceived their principal as fairly often a transformational leader and sometimes a transactional leader. Based on the demographic findings, an ANOVA revealed statistically significant differences in teachers' perceptions of their principal's transformational leadership style based on years of experience. Participants with more years of experience perceived their principal with significantly higher mean scores than those with fewer years of experience. Recommendations include: (a) conducting further research to determine the impact that principals' leadership style have on student performance from a national perspective, (b) conducting a Longitudinal Research study to determine the impact that leadership styles have on student performance, and (c) exploring leadership styles extensively to identify the leadership traits exhibited by both public and private elementary school principals.

Download or read book The Influence of Principals on Teacher Retention written by and published by . This book was released on 2008 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated the connection between the behaviors of principals and teacher job satisfaction and motivation, and how this connection results in increased teacher retention. Particularly, the researcher looked at what strategies principals use to motivate and encourage teachers to remain at a school. The researcher also examined teachers' primary reasons for staying at a particular school. Two urban high schools were the sites for this study. The researcher conducted both focus groups and interviews. Individual interviews were held with two principals; one principal had two years of experience and the other had seven years of experience. In addition, the researcher conducted individual interviews with three teachers from each school. One focus group at each school, each composed of three to four participants, also yielded data. The research showed that college education programs do not adequately prepare teachers to work with students and face the various challenges that often accompany them. Teachers need support in order to succeed as educators. The data revealed that the principal sets the tone and is the driving force of a school, thereby having a huge impact on the school environment. Though teachers were more likely to stay at schools where they felt a connection to their students, this study found that the principal is instrumental in teacher retention. The researcher found that though teachers believe they directly have control of many aspects of the school reality, the principal continues to orchestrate and facilitate school operations in an indirect, inclusive manner. The effective, invisible principal creates an environment where teachers are empowered and moved to the forefront, while the principal navigates from the background. The ability of the teacher to focus on teaching and learning is directly correlated with the principal's ability to maintain a safe and orderly environment, complete with the supports and recognition teacher need. These supports satisfy teachers' intrinsic needs, in turn resulting in increased job satisfaction and then increased teacher retention. The behaviors of the principal as they relate to teacher support, interest in the staff, and the principal's ability to motivate the staff all affect teachers' desire to stay.

Download or read book Teachers Perceptions of the Effect of Principal Leadership on Teacher Retention written by Teresa B. Byrum and published by . This book was released on 2008 with total page 322 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 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.