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ERIC Number: ED016300
Record Type: RIE
Publication Date: 1967-Jun
Pages: 341
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE JOB AND CAREER SATISFACTION OF MEN SCHOOL PRINCIPALS. NATIONAL PRINCIPALSHIP STUDY SERIES, MONOGRAPH 5. FINAL REPORT.
GROSS, NEAL; NAPIOR, DAVID A.
FROM A NATIONAL CROSS-SECTION OF 382 MALE PRINCIPALS IN AMERICAN CITIES WITH A 1960-1961 POPULATION OF 50,000 OR OVER, INTERVIEW AND RELATED DATA WERE OBTAINED TO INVESTIGATE POSSIBLE DETERMINANTS OF IJS OR INTRINSIC JOB SATISFACTION (DEGREE OF GRATIFICATION DERIVED FROM PERFORMING MANAGERIAL TASKS) AND CS OR CAREER SATISFACTION (DEGREE OF GRATIFICATION DERIVED FROM HAVING CHOSEN EDUCATIONAL ADMINISTRATION AS A CAREER). EMPIRICAL FINDINGS OF THE IJS STUDY PROVIDED SUPPORT FOR 16 CORRELATIVE HYPOTHESES, BASED ON FOUR ASSUMPTIONS--(1) TWO MAJOR PREPOTENT PSYCHOLOGICAL NEEDS OF MANAGERIAL PERSONNEL ARE THE NEEDS FOR AUTONOMY AND FOR SELF-ACTUALIZATION, (2) IJS IS PRIMARILY A FUNCTION OF THE DEGREE TO WHICH MANAGERS ARE ABLE TO GRATIFY THESE NEEDS THROUGH THEIR ROLE PERFORMANCE, (3) ROLE PERFORMANCE CHARACTERIZED BY INDEPENDENCE OF ACTION, CREATIVITY, TASK ACCOMPLISHMENT, AND CONSISTENCY HAS SPECIAL IMPORTANCE FOR SATIATING THESE PSYCHOLOGICAL NEEDS, AND (4) FROM THESE ASSUMPTIONS IJS MAY BE REGARDED AS A FUNCTION OF CONDITIONS SERVING TO INCREASE OR DECREASE THE LIKELIHOOD THAT PRINCIPALS WILL EXHIBIT THESE KINDS OF ROLE PERFORMANCE. TWO CS HYPOTHESES RECEIVED EMPIRICAL SUPPORT, BASED ON THE ASSUMPTION THAT VARIATION IN CAREER SATISFACTION AMONG PRINCIPALS IS EXPLAINED BY THEIR DIFFERENTIAL GRATIFICATION WITH THE EXTRINSIC REWARDS OF THEIR POSITION. TWELVE CS HYPOTHESES RECEIVED EMPIRICAL SUPPORT, BASED ON THE ASSUMPTION THAT CAREER SATISFACTION IS EXPLAINED BY THE DIFFERENTIAL INTRINSIC REWARDS PRINCIPALS DERIVE FROM THEIR WORK. A RELATED DOCUMENT, EA 001 139, IS THE SIXTH PHASE OF THIS STUDY. (JK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.
Identifiers: CAMBRIDGE