Download Free Job Satisfaction Among High School Assistant Principals In Seven Florida Counties Book in PDF and EPUB Free Download. You can read online Job Satisfaction Among High School Assistant Principals In Seven Florida Counties and write the review.

The correlation (r=.35, p
The purpose of this study was to examine the job satisfaction levels of assistant high school principals serving within the geographical region of one intermediate unit in south central Pennsylvania as measured by the Minnesota Satisfaction Questionnaire. The study used four instruments to collect data: a demographic questionnaire, the Minnesota Satisfaction Questionnaire (MSQ), open-ended research questions, and interview questions. The three questions that guided the study were: a) What factors do high school assistant principals perceive lead to job satisfaction? b) What factors, present or absent, do high school assistant principals perceive lead to job dissatisfaction? c) What role does the school district play in enhancing factors that lead to job satisfaction as perceived by high school assistant principals? Twenty four assistant high school principals serving in public schools located within three counties in one intermediate unit in south central Pennsylvania were surveyed using an on-line Minnesota Satisfaction Questionnaire (MSQ Long Form). Demographic data pertaining to age, gender, experience, school size and location, hours spent at work, and salary were collected through the use of the demographic questionnaire. Additional data were obtained through the open-ended research questions and individual interviews. The majority (83%) of the high school assistant principals participating in this study expressed satisfaction with their jobs. As a group, the assistant principals in this study were "very satisfied" or "satisfied" with all of the 20 dimensions as measured by the MSQ. The mean general satisfaction rating of participants was 3.68 out of a possible high of 5.0. The greatest area of satisfaction was Moral Values and the greatest area of dissatisfaction was Company Policies/Procedures. Specifically, the assistant high school principals in this study reported that being able to carry out their assigned duties without violating their personal beliefs was the most important factor contributing to job satisfaction. Respondents also reported satisfaction with working directly with students and seeing them succeed, helping teachers to improve instruction, and being directly involved with running and supervising the building. The study found that in regards to variables contributing to job dissatisfaction, respondents reported dissatisfaction over dealing with difficult parents, with the lack of appreciation received, and with the amount of time the position required. Conflicts with staff, disciplinary issues, and the ever increasing demands of the job were also factors leading to dissatisfaction. The research revealed that assistant high school principals feel that there are some things school districts can do to make the job more satisfying, including increasing professional development opportunities, maintaining a student focus, reducing the number of expectations, and increasing the level of compensation.
Methodology. This study was descriptive in design. Forty public high school assistant principals in San Diego County were systematically selected and responded to semistructured telephone interviews. The data were collected using an interview guide.
This qualitative study explored job satisfaction and stress among principals in Pennsylvania. The study took place in seven public school districts from 1 county in southeastern Pennsylvania that serves students from Kindergarten to 12th grade. Instruments used in this study included the Principal Satisfaction and Stress Questionnaire (PSSQ), which is a survey with Likert scale and open-ended questions designed for this study, and individual interviews. Thirty four principals participated in the PSSQ and 9 principals participated in the interviews. Principals involved in the study led either elementary, middle, or high schools. The results of the study suggest that there are factors which directly affect job satisfaction for principals and also factors which contribute to the stress of the position. According to principals, spending time with students and teachers positively affects job satisfaction. Principals also reported that policy instructions from the Pennsylvania Department of Education negatively affect job satisfaction. Principals indicated that challenging policy demands and overwhelming mandates were the greatest stressor of the position. The second greatest stressor faced by principals was time constraints. Principals stated that additional support and limiting state mandates would increase job satisfaction.
Author's abstract: The Minnesota Satisfaction Questionnaire (MSQ) was used to examine the level of job satisfaction experienced by career assistant principals and whether gender, school level, or career aspirations impacted that job satisfaction. Then, a list of duties commonly performed by assistant principals was created and respondents were asked to use a Likert scale to indicate the level of satisfaction they received from performing the duties. Career assistant principals were defined as those with seven or more years of experience and/or those who did not want to move higher in education. Requests were sent (by e-mail and postal mail) to 519 public school assistant principals in Georgia asking them to complete the survey by logging on to www.quia.com/sv/100751.html. A response rate of 42.9% (220 surveys) was received: 66 of those responses matched the definition of career assistant principals. The percentage of participants considered satisfied with their jobs was 69.69%. An ANOVA was then calculated to determine if gender, school level, or career aspiration impacted job satisfaction. Results of the ANOVA showed there were no statistically significant relationships between job satisfaction and gender, job satisfaction and school level, or job satisfaction and career aspirations. Many of the conclusions drawn from the data gathered in this study support the current research that gender and school level does not impact job satisfaction. Creating the school master schedule provided the most job satisfaction with a Likert mean of 4.20. The duties were then classified as requiring a leader or a manger. Career assistant principals found satisfaction in duties requiring a leader and manager as seen by the mean satisfaction score of 3.86 for duties requiring a leader and 3.75 for duties requiring a manager. . A t-test was applied to determine if there was a significant difference between these two categories. It suggested that there was no significant difference. However, 91% of respondents performed at least 24 out of 30 of the duties listed and 80% performed all of the listed duties which reinforced the concept that assistant principals undertake a myriad of duties in their position.