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ERIC Number: EJ1105680
Record Type: Journal
Publication Date: 2014-Mar
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1532-0723
A Study of the Value Added by Transformational Leadership Practices to Teachers' Job Satisfaction and Organizational Commitment
Kieres, Katherine H.; Gutmore, Daniel
Education Leadership Review of Doctoral Research, v1 n1 p175-184 Mar 2014
Based on Bass and Riggio's (2006) Augmentation Model of Transactional and Transformational Leadership, this quantitative study sought to identify the amount of variance in teacher job satisfaction and organizational commitment that can be explained by principals' transformational leadership behaviors, above and beyond the influence of transactional behaviors. Pennsylvania high school teachers totaling 156 and located in five Pennsylvania high schools were surveyed about their job satisfaction and organizational commitment, and about the leadership behaviors in which their principals engaged. The researcher then used hierarchical linear modeling to test the augmentation model within this sample group. The results of this study provide researchers with a replicable method with which to examine this leadership model. They also provide practitioners with actionable guidance on leadership behaviors that can positively influence teachers' job satisfaction and organizational commitment.
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Minnesota Satisfaction Questionnaire; Multifactor Leadership Questionnaire
Grant or Contract Numbers: N/A