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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.
This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to participate in professional development in rank order were: (a) professional commitment and reflection; (b) professional improvement; (c) personal benefits; (d) professional service; and (e) collegial learning. However, the PRS results did not reveal a significant correlation to job satisfaction or retention. In addition, the data related to on-line versus face-to-face delivery format, gender, marital status, age, level of education, years in education, and years in K-12 do not predict teacher participation in professional development opportunities.
Identifying the importance of job satisfaction in the life and career of teachers, a study was undertaken to identify the job satisfaction of secondary school teachers. The secondary school teachers are with good job satisfaction. There is no significant influence of age, sex, experience, qualifications, teaching subjects location of the school, and type of management on the status of job satisfaction of teachers. This book will be of much use to the people who wish to know about job satisfaction and its correlates.
The purpose of this study was to examine teacher job satisfaction and its impact on teacher retention in the independent school. This case study was completed at a National Association of Independent Schools (NAIS) member school and utilized the NAIS Independent School Satisfaction Survey (2007). Survey data were collected from 44.8% of the teacher population to fulfill Part I of the study. Data from the survey instrument incorporated the use of the Likert Scale and open-ended questions. Additionally, 25.2% of the full time faculty members participated in focus groups which were designated as Part II of the study. Critical factors such as work environment, leadership, work and life balance, compensation and benefits, and mentoring new teachers were explored in an effort to assess their impact on teacher retention. Results from these two methods of data collection indicated that while teachers highly valued small class sizes, autonomy in the classroom, designing and implementing the curriculum, and the joy derived from close relationships with the students, there was a large faction of teacher participants who were disappointed in the environmental factors of their jobs. Data show that almost half of the participants who participated in this study anticipate retiring, changing jobs or migrating to other institutions within the next five years. Results from this study suggested that each independent school challenge the internal perceptions of their own cultural environment in an effort to retain their most valued teachers.
Contents: Job Satisfaction of Teacher Educators: The Problem and its Significance, Review of Related Literature, Research Method and Procedure, Results and Discussions, Summary, Conclusions and Recommendations.