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After seven decades of empirical research about the topic, job satisfaction has proven to be a critical managerial factor in many professional fields, providing critical analysis of worker productivity and organizational effectiveness. However, although educational research has begun to address the impact of administrative leadership, there are still scant empirical findings about job satisfaction in the educational context, especially studies focused on the assistant principal position. With ever-increasing scrutiny on public school accountability, having data regarding AP job satisfaction is a powerful tool for principals and other educational leaders, holding the promise of improving AP productivity, reducing AP turnover, and, thereby, improving both school leadership and student achievement. This study about practicing APs in Alabama (N = 518) was one of the first statewide studies that specifically addressed the AP position at all school levels: elementary, middle and high school. This study (a) involved developing a valid and reliable AP-focused job satisfaction instrument to capture this needed data and (b) demonstrated research protocols and analytical techniques needed to analyze the dependent variable, overall AP job satisfaction. The researcher investigated the influence of AP personal characteristics (e.g., age, ethnicity, gender, highest educational level), cast as control variables, on overall AP job satisfaction. This study also addressed independent variables measuring both general job facets (e.g., salary, autonomy) of the AP position and job-specific facets (e.g., student discipline, shared decision making) of the AP Position. The job facet variables were the predictor variables of interest in the analysis.
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.