Download or read book Elementary Teachers Perceptions of Administrators and Job Satisfaction written by Christen M. Davis and published by . This book was released on 2012 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate administrative influence on teacher job satisfaction based on the perspectives of teachers using Frederick Herzberg, Bernard Mausner, and Barbara Snyderman's Two-Factor Theory on job satisfaction as the theoretical framework. This study also explored the administrative actions and behaviors that teachers felt contributed to teacher job satisfaction and dissatisfaction. This qualitative study used open-ended interviews to gather all data. Through these interviews, the administrative qualities that emerged as important were: integrity, leadership, professionalism, support, and communication. Integrity included trust, honesty, and being ethical. Leadership involved making decisions, administrator knowledge, consistency, ownership and responsibility, and ability. Professionalism pertained to teachers being treated as knowledgeable, with respect, and as team members. Administrative support included classroom, parent, personal, and professional support. Communication involved open communication between the members of the school. Findings of this study showed that administrators do effect teacher job satisfaction. These participants also felt that administrative influence was the most influential variable effecting teacher job satisfaction. They also believed that teacher job satisfaction effected the students, which indirectly connected administrators to student success.

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 A Correlational Study on Job Satisfaction of Elementary Teachers and Perception of Administrative Support written by Rachel Brackett Zaionz and published by . This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the relationship between elementary school teachers' job satisfaction and their perception of administrative support. The Teacher Job Satisfaction Questionnaire and the Teacher Perception of Administrative Support were used to measure the two variables in Title I elementary schools in the southwest education alliance region of North Carolina. Two hundred nine teachers completed and returned both questionnaires (usable return rate of 37%). The data revealed a moderate to strong correlation in the relationship between job satisfaction and perceived administrative support. Differences by gender and years of teaching experience were insignificant, but the difference in relation to years of the administrator's administrative experience was significant. [modified author abstract].

Download or read book Analyzing the Influence of Perceived Administrative Support on Teachers Affective Organizational Commitment and Job Satisfaction written by Caroline R. Gilbert and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the relationships between perceived administrative support, job satisfaction, and organizational commitment as experienced by elementary teachers. Semi-structured interviews were conducted with 16 elementary school teachers to gain insight through their perspectives of the lived experiences of administrator support and how it influences job satisfaction and organizational commitment. Social exchange theory was selected as the guiding theory for the study, which is best applied to understand the nature of the relationships between perceived administrative support and organizational commitment. The study's findings indicated that teachers' perceptions of support are directly affected by their relationship with their administrators. The themes from the research suggest administrators must establish relationships built on praise and trust to affect teachers' organizational commitment positively. Additional themes suggest that administrator trust is perceived as the level of autonomy afforded to teachers in the classroom along with the availability of leadership opportunities. Those who shared negative experiences with their administration, both past and present, including distrust and dissatisfaction, had little to no affective commitment, which resulted in either leaving the school or the profession. Those who shared positive experiences with their administrator that resulted in feeling valued, expressed various levels of positive affective commitment. Satisfaction may be defined differently depending on years of experience; however, the presence of administrative support and the perception thereof is an essential element in achieving job satisfaction. The teachers in this study expressed that a sense of job satisfaction comes from the opportunity to explore leadership within the school. The findings of this study converge with the notion that perceived administrative support significantly influences teachers' decisions to attrite. Recognizing the lack of leadership opportunities within the inherent teaching model, it is recommended that districts implement systems of leadership advancement opportunities for teachers. Further, recognizing the role that leadership plays in the retention of teachers, a shift must be made in not only how we choose leadership but how we support, train, and evaluate leadership in schools. A larger quantitative survey of teachers nationwide is recommended for future research to further understand the attitudes of teachers toward their perceptions of administrative support in terms of leadership opportunities and teacher autonomy.

Download or read book The Principal as a Key Factor in Teacher Job Satisfaction written by Susan Elizabeth Myers and published by . This book was released on 2001 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers and Administrators Perceptions of how Faculty Trust Influences Teacher Job Satisfaction and School Morale in Rural East Tennessee Elementary Schools written by LeAnna M. Webb and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, interpretive study was to discover teachers’ and administrators’ perceptions on faculty trust and how faculty trust influenced teachers’ job satisfaction and school morale in rural, East Tennessee elementary schools. The sample size of this study included 25 teachers and six administrators from two rural school districts, for a total of 31 participants in this study. Overall, I derived eight themes, one of positive perceptions and one negative perceptions from teachers and administrators for each of the four research questions. For Research Question 1, teachers perceived faculty trust influenced teachers’ job satisfaction positively in rural, East Tennessee elementary schools by creating positive environments and opportunities for teachers to take chances and negatively by creating threatening environments and emotional distress. For Research Question 2, teachers perceived faculty trust influenced school morale positively in rural, East Tennessee elementary schools by creating positive, safe, and supportive environments and negatively by creating unsafe, discontent environments and teacher turnover. For Research Question 3, administrators perceived faculty trust influenced teachers' job satisfaction positively in rural, East Tennessee elementary schools by creating positive and safe environments and negatively by creating destructive environments and teacher turnover. For Research Question 4, administrators perceived faculty trust influenced school morale positively which created positive, safe, and supportive environments and negatively which included toxic and isolating environments.

Download or read book How Elementary School Teachers Perceptions of Their Principal s Integrity Affect Their Commitment Citizenship Behavior and Job Satisfaction written by Eric Douglas Middleton and published by . This book was released on 2008 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary teachers and administrators perceptions of teacher motivation written by Jody Mac Foreman and published by . This book was released on 2019 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to compare elementary teachers’ and elementary administrators’ perceptions of teacher motivation. By identifying that differences exist between elementary teachers’ and elementary administrators’ perceptions of what motivates teachers, it allows for administrators to gain a better understanding and possibly design more effective strategies for enhancing teacher motivation. Additionally, it opens the door for further studies, not only with elementary teachers and administrators, but at the middle and high school levels as well. This study used a quantitative methodology with a causal comparative design. The sample population came from two school districts in South Carolina, the Alpha School District (ASD, a pseudonym) and the Beta School District (BSD, a pseudonym). The ASD contained a mix of rural, suburban, and urban stakeholders while the BSD was rural. The sample included 251 elementary teachers and 31 administrators from twelve schools in the two districts who completed the Teacher Motivation and Job Satisfaction Survey (TMJS) electronically through Survey Monkey. The sample size for this study included a total of 282 participants. All data was collected by Survey Monkey. Overall statistical comparisons of elementary teachers’ and administrators’ perceptions of teacher motivation and comparisons of teacher motivation as delineated by gender were analyzed with independent samples t-tests. Comparisons of teachers based on their length of service were analyzed with ANOVA’s. Results indicated statistically significant differences between elementary teachers’ and administrators’ perceptions of teacher motivation. Results indicated no difference in perceptions of motivation for either gender or length of service. Implications for practice and recommendations for future studies are included.

Download or read book The Effect of Teachers Perceptions of Principals Leadership Behavior on Teacher Job Satisfaction written by Brenda K. Longshore and published by . This book was released on 2009 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Job Satisfaction Among America s Teachers written by Marianne Perie and published by . This book was released on 1997 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary Administrators Perceptions of Job Satisfaction and Its Impact on Retention written by James M. Hollinger and published by . This book was released on 2018 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the perceived rewards and barriers and the balance of these perceptions that contribute to job satisfaction among public elementary school principals and assistant principals. The study took place in 17 school districts in the South-Central region of Pennsylvania. The participants were elementary school principals and assistant principals currently serving in schools with students in grades kindergarten through sixth. The instruments used in this study were the Minnesota Satisfaction Questionnaire consisting of 20 Likert-type statement responses, three open-response questions, and individual interviews. Thirty-two administrators participated in the questionnaire and six administrators participated in the interviews. The results of this study suggest that the elementary school administrators in this region are generally satisfied with their jobs. The administrators reported the rewarding aspect of their job that was most important was the opportunity to help children learn and find success. The administrators also reported that a lack of support from supervisors and frustration due to staff issues were the two most important barriers to their job satisfaction. Participants reported that they achieved balance with the rewards and barriers by focusing on the rewards, such as working with children, rather than focusing on the barriers. Some administrators expressed that finding a balance was challenging.

Download or read book The Relationships Among Elementary School Teachers Perceptions of Actual and Ideal Teaching Situations Job Satisfaction and Years of Teaching Experience written by Barbara Olson and published by . This book was released on 1976 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of Elementary Teachers Perceptions of Principals Leadership written by Sherman G. Chambers and published by . This book was released on 1991 with total page 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 An Analysis of Elementary Teachers Perceptions of the Leadership Behaviors of Principals written by Gwendolyn Thomas-Tyler and published by . This book was released on 2004 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Job Satisfaction Data Point NCES 2016 131 written by Dinah Sparks and published by . This book was released on 2016 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report uses teacher responses to the Schools and Staffing Survey (SASS) public and private school teacher questionnaires from the 2003-04, 2007-08, and 2011-12 school years. SASS is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education in the United States. The SASS system covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. This Data Point includes information about teacher job satisfaction. Teachers reported their agreement with the statement: "I am generally satisfied with being a teacher at this school." In this Data Point, "Satisfied" teachers are those who responded "strongly agree" or "somewhat agree." "Dissatisfied" teachers are those who responded "somewhat disagree" or "strongly disagree." This brief report answers the questions: (1) In the 2003-04, 2007-08, and 2011-12 school years, what percentage of teachers reported that they were satisfied with their jobs, and how did satisfaction vary between teachers in public and private schools?; and (2) In public and private schools, how did teacher job satisfaction vary by teachers' perceptions of administrative support in the 2011-12 school year? The following figures of mathematical data are included: (1) Percent of teachers reporting they were satisfied in their jobs: School years 2003-04, 2007-08, and 2011-12; and (2) Percent of satisfied teachers, by their perceptions of administrative support: School year 2011-12. Separate data tables on teacher job satisfaction are available at: http://nces.ed.gov/pubs2016/2016131_1.pdf.

Download or read book Teachers Perceptions Regarding Effective Leadership Practices of Elementary School Administrators written by Asheley B. Jones and published by . This book was released on 2017 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the perceptions and opinions of teachers regarding the effective leadership practices of elementary school administrators. A survey was prepared consisting of 10 statements on school leadership. One hundred elementary school teachers were asked to select a response using a 4-point Likert-type scale that indicated their level of agreement or disagreement with each statement. There were 63 surveys completed and analyzed for this study. The results of a chi-square analysis showed that teachers either agree or strongly agree that elementary school administrators challenge teachers to improve teaching and provide support; create team building activities for the staff; use staff meetings for teacher collaboration; work with teachers to create a school vision; lead professional development; check lesson plans for alignment to objectives; mentor new and low-performing teachers; conduct walk-throughs; and maintain visibility, accessibility, and approachability.