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ERIC Number: ED513680
Record Type: Non-Journal
Publication Date: 2009
Pages: 180
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-1620-0
An Investigation of Principals and Assistant Principals in Pennsylvania and the Impact of Transitional Support Programs on Job Satisfaction
Bowman, W. David
ProQuest LLC, Ed.D. Dissertation, Widener University
The primary purpose of this study was to assess the impact of the GROW program on the intrinsic, extrinsic, and the general job satisfaction of principals and assistant principals in Pennsylvania. The impact of the variables of year in position, age, gender, level of work, location of school, and present degree was examined; the impact of mentoring programs, professional development activities, satisfaction with professional development, an assistant principal's desire to become a principal, and the satisfaction of a principal or assistant principal as compared to his/her satisfaction as a teacher was investigated. Job satisfaction was measured using the Short-form of the Minnesota Satisfaction Questionnaire (MSQ). The target population was comprised of principals and assistant principal who were in the 2nd to 5th year in their position. One thousand, thirty-two participants responded; this yielded a 53.09% response rate. One thousand, nine participants completed the survey; the completion rate was 97.77%. Ninety-two percent of the public school districts in Pennsylvania were represented in this study. One-way analysis of variance, Chi-square tests, and Tukey's post-hoc multiple comparisons were employed. No statistically significant differences were found between intrinsic, extrinsic or general job satisfaction and participating or not participating in the GROW program. Significant differences were found between the extrinsic job satisfaction of the principals and assistant principals who were in the 2nd year in their position and those who were in their 5th year; significant differences were found between the job satisfaction of those who worked in an urban setting and those who worked in a rural or suburban location. Significant differences were also found between those who did and those who did not participate in mentoring programs and professional development activities, between assistant principals who did and those who did not desire to be a principal, and between principals and assistant principals who were and those who were not satisfied as compared to their satisfaction as a teacher. The principals and assistant principals who participated in this study were more satisfied with intrinsic job satisfaction, were slightly less satisfied with general job satisfaction and, had a lower level of extrinsic job satisfaction. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Minnesota Satisfaction Questionnaire