scholarly journals An examination of the perceived leadership styles of Kentucky public school principals as determinants of teacher job satisfaction

1999 ◽  
Author(s):  
Karen Marie Bare-Oldham
Keyword(s):  
Job Satisfaction ◽  
Public School ◽  
Leadership Styles ◽  
School Principals ◽  
Teacher Job Satisfaction ◽  
Public School Principals ◽  
Perceived Leadership

scholarly journals Job Satisfaction of Iowa Public School Principals

2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Boris Sodoma ◽  
David Else
Keyword(s):  
Job Satisfaction ◽  
Public School ◽  
School Principals ◽  
Present Position ◽  
Public School Principals ◽  
Hygiene Factors ◽  
K 12 ◽  
Overall Job Satisfaction

The purpose of this study was to examine the job satisfaction of Iowa public school principals and contrast the job satisfaction to the perceptions six years previously. The population for the 1999 and 2005 study was a sample of principals from Iowa K-12 schools. The study revealed significant differences in overall job satisfaction, in gender of the principals, years served as a principal, and type of schools in both studies. No significant differences were found for years served in present position. The results indicated that principals were overall more satisfied in the 2005 than they were in 1999. The findings confirmed that principals spent more time on the management of their schools than on leadership tasks. Principals were more satisfied with hygiene factors than with motivators in both studies.  

scholarly journals The prevailing leadership styles of public school principals and their relation to the quality of education from the point of view of quality education evaluators in Jordan

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Maha Saleh Ibrahim Haddad
Keyword(s):  
Public School ◽  
Leadership Styles ◽  
Quality Indicators ◽  
School Principals ◽  
Point Of View ◽  
Quality Of Education ◽  
Public School Principals ◽  
Arithmetic Average ◽  
Democratic Leadership

The study aimed to identify the prevailing leadership styles (democratic,autocratic, and sedentary) among the principals of public schools and their relation to the quality of education from the point of view of the evaluators of the quality of education in Jordan. In order to achieve the objectives of the study, the researcher prepared a questionnaire consisting of (35) items dealing with two fields. The first field consisted of (15) items distributed to the prevailing leadership styles among the principals. The study sample consisted of (100) residents of the quality of education in the Ministry of Education. The study found that the three leadership styles of public school principals were in favor of the democratic leadership model with an average of 3.68 and a high degree of appreciation followed by an autocratic pattern with an average of 3.35 and a medium degree of appreciation. The mean pattern was average (2.60) with a medium degree of appreciation. The average level of assessment of the quality indicators of education and accountability was also found. The total arithmetic average of the axis (3.35). It also showed an average level of assessment of the indicators of the quality of education and accountability, where the total arithmetic average of the axis (3.35). The study found that the three leadership styles of public school principals were in favor of the democratic leadership pattern at an average of 3.68 and high, followed by the autocratic pattern with an average of 3.35 and a medium grade. The plurality came last with an average of (2.60) Education (adequacy, security, credibility, effectiveness), and a statistically significant relationship between prevailing leadership styles and the quality of education in Jordan. Based on the results, the study recommended activating and directing school principals to follow the democratic pattern in the practice of leadership and moving away from the autocratic and sedimentary patterns. he results also showed a strong positive correlation between leadership patterns of school principals and quality indicators of education. Based on the results, the study recommended activating and directing school principals to follow the democratic pattern in the practice of leadership and moving away from the autocratic and sedimentary patterns.

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

School leadership, teacher’s psychological empowerment and work-related outcomes

2019 ◽  
Vol 33 (7) ◽  
pp. 1501-1514
Author(s):  
Kersti Kõiv ◽  
Kadi Liik ◽  
Mati Heidmets
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Indirect Effect ◽  
School Principals ◽  
Psychological Empowerment ◽  
Content Type ◽  
Work Related ◽  
Perceived Leadership ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

scholarly journals Does the principal's leadership contribute to teacher job satisfaction at school?

2019 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Nellitawati Nellitawati
Keyword(s):  
Job Satisfaction ◽  
School Principals ◽  
Teacher Job Satisfaction ◽  
Questionnaire Data ◽  
Satisfaction Questionnaire ◽  
Analysis Techniques ◽  
Correlational Research ◽  
Correlation Techniques ◽  
Simple Regression

<p>The purpose of this study was to analyze the contribution of principals’ leadership to teacher job satisfaction. Using quantitative correlational research methods, which will reveal the contribution of each variable. The research sample was 86 teachers. Data collection used two instruments, namely the teacher's job satisfaction questionnaire and the principal’s leadership questionnaire. Data analysis techniques using simple regression and correlation techniques. The results showed that the principal’s leadership significantly contributed to teacher job satisfaction. It can be concluded that the Principal’s leadership is one of the most important factors because it can affect teacher job satisfaction. So that improving the quality of leadership by school principals needs to be improved.</p>

scholarly journals Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982954 ◽  
Author(s):  
Jason A. Kaufman
Keyword(s):  
Decision Making ◽  
Public School ◽  
Elevated Level ◽  
School Principals ◽  
Coping Skills ◽  
Stress And Coping ◽  
Future Research ◽  
Public School Principals ◽  
Leading Schools ◽  
And Coping

The present study sought to investigate perceptions of stress and coping among public school principals. School principals are daily called upon to make decisions regarding a range of unscripted events. The position can be stressful, and stress is known to interfere with sound decision making. It was predicted that present samples of school principals would report a mean level of elevated stress. Contrary to expectations, school principals did not report an elevated level of stress. They instead reported an ostensibly effective reliance on problem-focused and emotion-focused coping skills. It remains unclear how the school principals developed such adaptive means for coping with the stress of leading schools. It is recommended that future research explore this question so that such skills may be transmitted to principals-in-training.

US principals’ sensemaking of the future roles and responsibilities of school principals

2020 ◽  
pp. 174114321989607
Author(s):  
David B. Reid
Keyword(s):  
Public School ◽  
School Improvement ◽  
School Principals ◽  
School Principal ◽  
Policy And Practice ◽  
Public School Principals ◽  
Future Role ◽  
Roles And Responsibilities ◽  
The Future

School principals are fundamentally important to school improvement. Due in part to this importance, the roles and responsibilities of school principals are constantly evolving. To explore leader sensemaking about this phenomenon I conducted 30 interviews with 10 public school principals in the US state of New Jersey during the 2018–2019 school year. Specifically, in this study I asked: (a) What are current public school principals’ predictions of the future role of school principals? and (b) In what way(s) do these predictions shape principals’ thinking about remaining in the profession? The findings of this work indicate: (a) principals believe the future of the school principal will focus heavily on safety and security; (b) principals believe the future of the role will include an increased emphasis on supporting student and teacher emotion and mental health; and (c) principals believe their future role as a school leader will evolve in how they interact with parents/guardians. Finally, an analysis of data shows in some cases how principals make sense of the future of the profession shapes their thinking about remaining in or exiting the role of school principal. Implications for policy and practice are discussed.

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