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The purpose of this qualitative study was to explore the perceptions of teachers as to how the leadership of their principal affects their job satisfaction. This study collected the view of teachers at different career stages and examined their perceptions and needs. The participants consisted of 12 elementary school teachers at three different career stages. Qualitative analysis of the interview data revealed three major themes and nine subthemes. The first theme reveals that principal leadership style is not consistent and includes the subthemes: principals are not successfully sharing their vision with teachers, principals attempt to support teachers, but are not able to meet all their needs, and principals are only partially perceived as effective leaders. The second theme reveals that teachers find satisfaction in their jobs and includes the subthemes: teachers find job satisfaction working with people, teachers are satisfied with the curriculum they teach, and teacher job satisfaction is affected by principal leadership. The final theme reveals that, teacher needs are based on career stage, and includes the subthemes: beginning teachers would like more support, middle stage teachers seek more time to collaborate with colleagues and prepare for classroom instruction, late career stage teachers seek more support in learning how to educate todays students. This study confirmed that principal leadership effort can affect job satisfaction, and that principals need to be aware of the needs of their teachers. It also confirms that knowledge of teacher career stages can help principals create better working partnerships and determine the professional development needs of their staff. The findings of this study contribute to the literature on teacher job satisfaction and principal leadership by providing a better understanding of how teacher job satisfaction can be impacted by the perceptions that teachers have of principal leadership.
In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
This study examined the leadership style of high school principals and its effectiveness as perceive by teachers of a Mid-South school district. Particularly, this study explored the correlations between principal leadership style to teacher job satisfaction and overall school morale. Collectively, 60 teachers participated in the study across one Mid-South school district. The results were collected through online surveys and individual structured interviews. Descriptive statistics, independent samples t test, one-way ANOVAs, and multiple regressions were used to analyze significance. The relationship between administrative leadership style and teacher perceived job satisfaction was strong and significant. The relationship between principal support and positive school morale was moderate and significant. Lastly, the relationship between years of teaching experience and reported job satisfaction showed no significance.
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.
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.
The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The Leadership Behavior Inventory was used to collect information regarding principal behavior, as perceived by principals and teachers. The Purdue Teacher Opinionaire was used to collect information from teachers regarding job satisfaction. Results indicated that principals valued the 13 core competencies and frequently used them in the administration of their schools, as perceived by teachers and principals. Leadership behavior, informed by the 13 core competencies, and teacher job satisfaction were significantly correlated. These findings support that leader behavior impacts teacher job satisfaction. Principals who perceive the 13 core competencies to be important and who exhibit behavior informed by the competencies, are likely to have teachers who experience greater satisfaction than teachers under the auspices of principals not subscribing to the core competencies. .
This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).