The Relationship of Principals' Leadership Style on Teachers' Job Satisfaction

Autor/in	Washburn, Benjamin Barry
Titel	The Relationship of Principals' Leadership Style on Teachers' Job Satisfaction
Quelle	(2023), (112 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University Wisconsin
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2483-7
Schlagwörter	Hochschulschrift; Dissertation; Job Satisfaction; Principals; Leadership Styles; Teacher Attitudes; Religious Schools; Correlation; Transformational Leadership; Teacher Responsibility; Job Security; Teacher Salaries; Teacher Promotion; Wisconsin; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Principal; Schulleiter; Führungsstil; Lehrerverhalten; Korrelation; Lehrverpflichtung; Arbeitsplatzsicherheit; Lehrerbesoldung; Lehrervergütung
Abstract	The Wisconsin Evangelical Lutheran Synod (WELS) is affiliated with over 400 schools across the globe. WELS schools are experiencing a teacher shortage and concerning teacher attrition levels like other school systems. Research indicates that job satisfaction is a predictor for organizational commitment, and principals' leadership style has a strong influence on job satisfaction. This study investigated the factors of job satisfaction for WELS teachers, examined differences of job satisfaction among groups, determined the leadership style of WELS principals, and analyzed the relationship of principals' leadership style on WELS teachers' job satisfaction. Two surveys were issued in the spring of 2022 to all teachers in the Southeast Wisconsin District of WELS which served as a clustered sample of WELS schools. The Teachers' Job Satisfaction Questionnaire (TJSQ) measured job satisfaction while the Multifactor Leadership Questionnaire (MLQ) measured principals' leadership style. Descriptive statistics measured the factors of job satisfaction while t-tests and one-way ANOVAs determined differences among groups. Descriptive statistics also measured leadership style, and a Pearson correlation showed the relationship of principals' leadership style and teachers' job satisfaction. The results indicate that WELS teachers are mildly satisfied in their work and rate Responsibility and Security as their top job satisfaction factors while a lack of satisfaction was seen with Pay and Advancement. WELS teachers report that their principals are more commonly transformational leaders, and that leadership style is significantly related to teachers' job satisfaction. Transformational leadership was strongly and positively related with all nine job satisfaction variables with the strongest relationship between Supervision and all five transformational leadership variables. The findings lead to recommendations for principal training with an emphasis on Supervision. It also recommends further investigation into the issues of Pay and Advancement that may be threats to teacher retention. This study builds on the research as the first study of the WELS system that examines job satisfaction and principal leadership style. It advances the research by indicating a lack of satisfaction in Advancement for faith-based teachers that was not seen in prior faith-based studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01