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ERIC Number: ED526468
Record Type: Non-Journal
Publication Date: 2010
Pages: 190
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-3203-5
Authentic Leadership Behaviors of Secondary School Principals and Job Satisfaction of the Multigenerational Teacher Workforce
Sinclair, Maureen
ProQuest LLC, Ed.D. Dissertation, University of La Verne
Purpose: The purpose of the study was to determine to what extent multigenerational teachers: (a) perceive that their secondary school principal demonstrates the following dimensions of authentic leadership: heart, values, purpose, relationship building, and self-discipline; (b) reveal a difference by generation in the importance they assign to each of these behaviors in contributing to workplace satisfaction; (c) expose a significant difference in satisfaction among those who work with principals exhibiting higher or lower levels of authentic leadership behaviors. Methodology: There were 367 secondary teachers who represented six secondary schools in the Southeast Los Angeles area. Participants responded to 25 survey questions, one rating order question, and seven open-ended questions. The response rate was 81.83 percent. Survey data were analyzed using Kruskal-Wallis Multiple Comparison Z test, chi-square, and Scheffe test. Open-ended questions from the survey were analyzed using qualitative methods. Findings: Quantitative and qualitative data from the 367 secondary school teachers indicated that there was a significant difference in teachers who had job satisfaction with principals who were rated with high authentic leadership behaviors. The second key finding is that overall there is no significant difference in teacher job satisfaction or dissatisfaction with principals who were rated with low authentic leadership behaviors. Lastly, there were no significant differences between the generations on the importance they attach to heart, values, purpose, and building relationships in contributing to workplace satisfaction. Conclusions: The study data supported the conclusion that secondary principals who demonstrate authentic leadership behaviors have a tendency to have more teachers with job satisfaction. In only one category, principal self-discipline, was there any real difference in the way generational groups perceived that authentic leadership behaviors impacted teacher satisfaction. Recommendations: Further research is advised: Replicate this study with a random sample of high schools, middle schools, and elementary schools to compare findings and conclusions. Replicate this study using a rating scale versus a rating scale to secure more definitive results on which of the five authentic leadership dimensions leads to better 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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California