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ERIC Number: ED515164
Record Type: Non-Journal
Publication Date: 2009
Pages: 202
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-4623-8
ISSN: N/A
A Quantitative Analysis of the Impact of Public School Principals' Perceptions and Attitudes as They Relate to Job Satisfaction
Ryans, Edward O'Neal
ProQuest LLC, Ed.D. Dissertation, Bowie State University
The principalship has experienced many changes over the years influenced by reform efforts, economic changes, and social challenges (Goodwin et al., 2005). As a result, challenges experienced by public school principals have impacted recruitment and retention efforts of qualified candidates. The Interstate School Leaders Licensure Consortium (ISSLC) developed competency standards to unify the practice of the principalship across the United States. As a result, states developed specific leadership standards mirroring those established by the ISSLC to guide professional development for public school principals so they may apply these standards in the professional learning environment. The problem under investigation was to determine whether aspiring principals' programs, professional development, autonomy, and achievement of school performance goals are sufficient predictors for job satisfaction among public school principals. The purpose of this causal-comparative research study was to utilize secondary data from the National Center for Educational Studies NCES Public School Principals' Questionnaire (NCES 2003-2004) to analyze the selected independent variables: aspiring principals' programs, professional development, autonomy, and school performance to determine the impact of those variables on the dependent variable job satisfaction among public school principals. Herzberg's (1957) Two-Factor Motivator-Hygiene Theory was the theoretical framework used for the study. Herzberg's (1957) research on job satisfaction sought to determine "what do workers want from their jobs" (p. 6)? A synthesis of the literature supported Herzberg's claims that motivation is caused by internal factors which contribute to long-term satisfaction. Chi-square nonparametric statistical analyses were used to accept or reject the null hypotheses at the significant level of 0.05. Subsequently, a Kruskal Wallis post hoc analysis was conducted to confirm any statistically significant relationship. This research study sought to examine four questions: (1) Is there a relationship between participation in aspiring principals' programs and job satisfaction among public school principals? (2) Is there a relationship between principal professional development activities and job satisfaction among public school principals? (3) Is there a relationship between achievement of school performance standards and job satisfaction among public school principals? (4) Is there a relationship between autonomy and job satisfaction among public school principals? The results of the chi-square statistical analyses determined aspiring principals' programs were not sufficient predictors for job satisfaction among public school principals. On the other hand, the independent variables, participation in professional development activities, autonomy, and school performance standards demonstrated a statistically significant relationship with the dependent variable, job satisfaction among public school principals. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A