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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 study addresses the challenge principals face in retaining highly qualified and effective teachers in their schools. Although efforts to recruit new teachers have proven successful, teachers are leaving education at alarming rates, especially in the first four years of their careers. The purpose of this study was to identify what school principals can do to increase teachers' job satisfaction and retention. To do so, 12 veteran teachers from four schools were interviewed from February to April 2009. The participants answered questions concerning their levels of job satisfaction, their perceptions of their principals' leadership styles, and their reasons for continuing to teach. The data revealed that principals can increase teachers' job satisfaction and retention rates by encouraging positive and respectful relationships among teachers and their students and among the faculty, staff, and administration; treating teachers as professionals and providing them with opportunities for professional growth; providing teachers with positive feedback; being accessible and listening to teachers; establishing high expectations for student achievement and teacher performance; and supporting the efforts of teachers. This data will increase principals' awareness about what leadership styles and practices can increase the job satisfaction of their teachers and help them retain highly qualified and effective teachers in their schools.
The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost.
Education, Empowerment, and Control is about the education of the Palestinian Arab minority in Israel from the establishment of the state of Israel to the present. Using a comparative approach, the study throughout juxtaposes Arab and Hebrew educational systems in terms of administration, resources, curricula contents, and returns. Developments in education are analyzed in conjunction with wide demographic, economic, and sociopolitical changes. Al-Haj explores the expectations of the Palestinian community on the one hand and dominant groups on the other, showing that whereas Palestinians have seen education as a source of empowerment, government groups have seen it as a mechanism of social control. The book also sheds light on the wider issue of education and social change among developing minorities in the postcolonial era. Al-Haj examines modernization, underdevelopment, and control in order to delineate the role education plays among a national minority that is marginalized at the group level and denied access to the national opportunity structure.
Argues that the teaching profession is demoralized, suggests that teachers should be given greater power, and tells how to assure the quality of education in America