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|a LB2840.L66 2009_LongshoreBrenda |2 BU-Local |
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|a The effect of teachers' perceptions of principals' leadership behavior on teacher job satisfaction |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a xiii, 117 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2009. |
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|a Includes bibliographical references (leaves 89-104). |
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|a Copyright Brenda K. Longshore. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : This study sought to explore the effect of teachers' perceptions of principals' leadership behavior on teacher job satisfaction. The intent was to determine if teachers' perceptions of principals' leadership behavior - human relations, trust/decision making, instructional leadership, control, and conflict - has an effect on teachers' job satisfaction. Specifically, this study attempted to determine if there is a difference in job satisfaction between teachers with perceptions of principals as demonstrating high leadership behavior and teachers with perceptions of principals as demonstrating low leadership behavior. The independent variable for this study was school principals' leadership behavior as measured by the Leadership Behavior of School Principals' Survey (LBSPS) developed by Bulach, Boothe, and Pickett (2006). This instrument was used to analyze the leadership behavior/style of a principal. Principal leadership behavior was categorized two ways: high and low. The dependent variable in this research was teacher job satisfaction as measured by the Teacher Job Satisfaction Questionnaire (TJSQ) developed by Lester (1984). Method : The population for this study consisted of teachers currently teaching in public schools in central Florida. This study included a non-random selection of volunteers from among the population. A total of 845 online surveys were distributed to teachers from 17 public schools in central Florida. Forty-two percent or 356 of the teachers participated in this study by responding to specific items contained in two online surveys: one measuring teacher job satisfaction (TJSQ, 1984) and one measuring leadership behavior of school principals (LBSPS, 2006). Additionally, demographic information was collected from participants about gender and years of teaching experience. Major Findings : Relying on quantitative analysis, the study was designed to answer eight research questions. The research questions were central to the study, and the LBSPS and TJSQ instruments were utilized to produce measurable results that would respond to the questions. Means were calculated for the five subscales of the LBSPS (human relations, trust/decision making, instructional leadership, control, and conflict). Statistically significant differences were set at an alpha level of .05. Statistically significant differences were found when testing the first six hypotheses. Statistically significant differences were not found when testing the final two hypotheses. It is hoped that this knowledge will be utilized by principals to gather self-analysis data regarding the effect of their leadership behaviors on teacher job satisfaction. This research could also be used by superintendents and district office personnel to determine strengths and weaknesses of principals in order to identify areas of leadership that need improvement. Using this information, professional development can be designed to target specific areas of need rather than broader generalities. It is hoped that this knowledge will be utilized to examine how schools and school districts can help principals become more aware of the importance of striving to improve levels of teacher job satisfaction so that teachers are increasingly motivated to encourage students to reach high achievement levels. Such awareness could empower educational leaders to develop schools that are places of relative stability for teachers and students, thereby increasing learning for all, which is ultimately the central focus of our educational system. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Teachers |x Job satisfaction |x United States. |
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|a Teacher-principal relationships. |
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|a School principals |x United States. |
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|a School management and organization. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001369/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/69/00001/LB2840_L66 2009_LongshoreBrendathm.jpg |
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|a Theses and Dissertations |
