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Certain transformational and transactional leadership behaviors exhibited by principals are effective in creating a work environment that supports teacher autonomy and higher levels of teacher job satisfaction. In an age of school reform and increased pressures on teachers to improve student performance, few studies have examined the relationships between principal leadership behaviors, teacher motivation, and teacher job satisfaction. The current study used data gathered from principals to examine the relationships between a principal's transformational and transactional leadership practices and a teacher's autonomous and controlled motivations. In addition, the relationship between a principal's leadership practices and a teacher's level of job satisfaction was examined. Additional analyses were conducted to examine the potential moderating effect of teacher motivation on the relationship between principal leadership style and teacher job satisfaction. Implications for principal training programs, professional development, and future directions for research are discussed.
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authors—both senior scholars in educational leadership—apply insights from positive psychology to the role and function of educational leaders. The Positive School Leadership (PSL) model draws on the strengths of relationships among staff and the broader school community to communicate and instill shared values and a common mission. This book builds a compelling case for creating a more inclusive, less “mechanistic” approach to leadership. Designed to engage both the hearts and minds of readers, the text is organized around reflective questioning of educational practice and current assumptions about the purposes and goals of leadership in schools. “This integrated theory of leadership is compelling, useable, and grounded in research . . . an essential and inspiring read.” —Michelle D. Young, University Council for Educational Administration “Murphy and Louis offer a hopeful vision of leadership for those facing the enormous challenges of school improvement.” —Daniel L. Duke, University of Virginia “Let the renewal of leadership and organizations begin, and let it be guided by this fine body of work.” —Alan J. Daly, University of California, San Diego “In a world of education reforms that have fallen short of expectations, Murphy and Louis make a strong case that positive leadership can create the foundation for sustainable change.” —Philip Hallinger, Mahidol University
The attrition rate of teachers is alarming (Darling-Hammond, 2002; Keigher, 2010; Marvel, Lyter, Peltola, Strizek, & Morton, 2006). Factor of the attrition include teachers leaving the profession due to lack of job satisfaction or lack of administrative support (Angelle, 2002; Littrell, 1994; Schlichte, Yssel, & Merbler, 2005). Frameworked by Herzberg's Motivation-Hygiene Theory (Herzberg, Mausner, & Snyderman, 1959), this web-based, quantitative, descriptive study explored the connections between job satisfaction and perceived leadership behaviors. Participants included 302 teachers from public secondary schools in Central and East Tennessee. Instruments used were the Job Satisfaction Survey ([JSS], Spector, 1994), the Study of School Leadership School Staff Questionnaire ([SSLSSQ], Consortium for Policy Research in Education, 2005), and a researcher-created demographics questionnaire. The JSS measured overall job satisfaction and nine individual facets. The SSLSSQ measured five chosen leadership scales (organizational climate, efficacy, trust and support, professional learning community, and academic pressure). The demographics variables were gender, marital status, ethnicity, discipline area, age, school size, tenure status, and number of years under current principal. The study was web-based. Participants completed all three parts online. Analyses included descriptive statistics, ANOVAs, MANOVAs, and regression analysis. Six null hypotheses were tested and all rejected. Statistically significant differences existed between the overall satisfaction and the demographic variables of gender, marital status, tenure, and years under the current principal. Statistically significant differences existed among multiple pairings of each of the facets of the JSS and individual demographic variables. Statistically significant differences existed among multiple pairings of each of the leadership scales and individual demographic variables. A statistically significant relationship existed between overall job satisfaction and overall composite score of the leadership scales. Statistically significant relationships existed between the overall job satisfaction and several of the leadership scales. Statistically significant relationships existed among multiple pairings of facets of the JSS and leadership scales.