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Teachers' perceptions of principal leadership styles and how they impact teacher job satisfaction

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dc.contributor.authorIsmail, Mohd Rozi, author
dc.contributor.authorTimpson, William M., advisor
dc.contributor.authorBanning, James, committee member
dc.contributor.authorWaite, Alina, committee member
dc.contributor.authorCross, Jennifer, committee member
dc.date.accessioned2007-01-03T08:09:52Z
dc.date.available2007-01-03T08:09:52Z
dc.date.issued2012
dc.description.abstractThis study focuses on leadership styles of principals and how perceptions teachers hold of such leadership styles impact their job satisfaction. The research concentrated on how teachers perceived their principal's leadership style, and the specific principal leadership behaviors that enhance teachers' job satisfaction. The research was guided by these three questions: how do U.S. teachers perceive principals' leadership styles, what are the different leadership styles principals' uses, and what determines goodness and fit between principal leadership style and teacher job satisfaction? The Best Interpretive Qualitative Method was used to develop four core themes and twelve subthemes. The sample population consisted of teachers, which also included multiple educational disciplines within that population. Evidence for my claims comes from interviewing twelve teachers at four schools and using the basic interpretive method of analysis. Interview results showed principals with positive and collaborative styles create a positive environment in schools. Teachers talked more about different styles based on their relationships among the teachers and principal, and also about their expectations of what a principal should be, not specifically about what their principal's main leadership style may have been. Teachers generally expected principals to know about all aspects of their school, while still giving teachers autonomy and freedom to make good decisions in classrooms. Teachers wanted a strong leader who can make clear and consistent decisions, while earnestly considering all opinions involved. They also wanted a person with high moral character and someone whose integrity and intellect they respected.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierIsmail_colostate_0053A_10997.pdf
dc.identifierETDF2012400244EDUC
dc.identifier.urihttp://hdl.handle.net/10217/67461
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectjob
dc.subjectleadership styles
dc.subjectperception
dc.subjectprincipal
dc.subjectsatisfaction
dc.subjectteachers' perceptions
dc.titleTeachers' perceptions of principal leadership styles and how they impact teacher job satisfaction
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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