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ERIC Number: ED518240
Record Type: Non-Journal
Publication Date: 2010
Pages: 149
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-1648-5
An Investigation of the Relationship between Teachers' Ratings of Their Principals' Leadership Style and Teachers' Job Satisfaction in Public Education
Shead, Lisa M.
ProQuest LLC, Ph.D. Dissertation, Our Lady of the Lake University
This study examined the relationship between principals' leadership styles and teachers' job satisfaction. A demographic survey, the School-Level Environment Questionnaire (Fisher and Fraser, 1990), and the Job Descriptive Index (Smith, et, al. 1969) were administered to 232 teachers representing the San Antonio Independent School District. The SLEQ consisted of school environment factors including school leadership style that provided a measure for principals' leadership style. The SLEQ quantified teachers' ratings of their principals' leadership style according to the seven factors of professional development, empowerment (participatory decision making), student supportiveness, work pressure, resource adequacy, innovation, and mission consensus (staff freedom) (Fisher and Fraser, 1990). The JDI measured teachers' job satisfaction in terms of co-workers, job in general, work on present job, present pay, opportunities for promotion and supervision. Research showed that empowerment was the leadership variable that had the greatest impact on teacher job satisfaction indicating that principals can impact teacher job satisfaction by how much they empower teachers. Three out of four regressions found that empowerment positively related to teacher job satisfaction. Job in general was negatively related to teacher job satisfaction. Age was the only demographic variable that had any effect on teacher job satisfaction meaning older teachers were less satisfied than younger teachers. Furthermore, the type of school the teacher taught in was a small predictor of empowerment, student supportiveness, and resource adequacy. High school teachers perceived their principals as being more empowering than elementary school teachers. Elementary school teachers perceived their principals as providing more student support than high school teachers. Elementary school teachers also perceived their principals as providing more resources than high school teachers. Lastly, the educational level of the teacher was a small predictor of ratings of the principals' emphasis on innovation. Teachers who held a Bachelor's degree perceived their principals as being more innovative than teachers who held a Master's degree. [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: Texas
Identifiers - Assessments and Surveys: School Level Environment Questionnaire