Leardership Behaviors Which Teachers at Different Career Stages Perceive as Affecting Job ...

157 Pages·2016·2.09 MB·English

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Dissertations Graduate College
4-2013
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Valari Hill
Western Michigan University, [email protected]
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Hill, Valari, "Principal Leardership Behaviors Which Teachers at Different Career Stages Perceive as
Affecting Job Satisfaction" (2013). Dissertations. 145.
https://scholarworks.wmich.edu/dissertations/145
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PRINCIPAL LEADERSHIP BEHAVIORS WHICH TEACHERS AT
DIFFERENT CAREER STAGES PERCEIVE AS AFFECTING
JOB SATISFACTION

by
Valari Hill

A dissertation submitted to the Graduate College
in partial fulfillment of the requirements
for the degree of Doctor of Education
Educational Leadership, Research and Technology
Western Michigan University
April 2013

Doctoral Committee:

Louann Bierlein Palmer, Ed.D., Chair
Dennis McCrumb, Ed.D.
Mark Rainey, Ed.D
PRINCIPAL LEADERSHIP BEHAVIORS WHICH TEACHERS AT
DIFFERENT CAREER STAGES PERCEIVE AS
AFFECTING JOB SATISFACTION

Valari Hill, Ed.D

Western Michigan University, 2013

The purpose of this qualitative study was to explore the perceptions of
teachers as to how the leadership of their principal affects their job satisfaction.
This study collected the view of teachers at different career stages and examined
their perceptions and needs. The participants consisted of 12 elementary school
teachers at three different career stages (beginning, middle, and late).
Qualitative analysis of the interview data revealed three major themes and
nine subthemes.
The first theme reveals that principal leadership style is not consistent and
includes the subthemes: (1.1) principals are not successfully sharing their vision
with teachers, (1.2) principals attempt to support teachers, but are not able to meet
all their needs, and (1.3) principals are only partially perceived as effective
leaders.
The second theme reveals that teachers find satisfaction in their jobs and
includes the subthemes: (2.1) teachers find job satisfaction working with people
(which includes students, teachers, and parents), (2.2) teachers are satisfied with
the curriculum they teach, and (2.3) teacher job satisfaction is affected by
principal leadership.
The final theme reveals that, teacher needs are based on career stage, and
includes the subthemes: (3.1) beginning teachers would like more support, (3.2)
middle stage teachers seek more time to collaborate with colleagues and prepare
for classroom instruction, (3.3) late career stage teachers seek more support in
learning how to educate today’s students.
This study confirmed that principal leadership effort can affect job
satisfaction, and that principals need to be aware of the needs of their teachers. It
also confirms that knowledge of teacher career stages can help principals create
better working partnerships and determine the professional development needs of
their staff. The findings of this study contribute to the literature on teacher job
satisfaction and principal leadership by providing a better understanding of how
teacher job satisfaction can be impacted by the perceptions that teachers have of
principal leadership.
Copyright by
Valari Hill
2013
ACKNOWLEDGEMENTS
I would like to acknowledge and thank my dissertation committee who
were a big help with completing this project. Dr. Dennis McCrumb and Dr. Mark
Rainey, thank you both for reviewing my work and your suggestions. A special
acknowledgement goes out to Dr. Louann Bierlein Palmer who took over towards
the end of this journey. Thank you for your patience, guidance, and support.
Secondly, I would like to thank the people who took time to participate in
this study and shared their perceptions and experiences. I would also like to thank
family who offered encouragement and support throughout this endeavor.
Lastly, I would like to thank my family. Thank you for your
encouragement and support. I especially thank my mother who has been my
biggest cheerleader. Most importantly, I thank God with whom all things are
possible.

Valari Hill

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TABLE OF CONTENTS
ACKNOWLEDGEMENTS……………………………………………… ii
LIST OF TABLES……………………………………………………….. vii
CHAPTER
I. INTRODUCTION……………………………………………….. 1
Background of the Study………………………………………. 2
Problem Statement…………………………………………….. 4
Research Questions…………………………………………….. 5
Rationale for the Study…………………………………………. 6
Conceptual Framework…………………………………………. 7
Limitations…………………........................................................ 8
Delimitations…………………………………………………….. 8
Definitions of Terms…………………………………………….. 8
Organization of the Study………………………………………. 9
II. LITERATURE REVIEW…………………………………………. 10
Teacher Development Theories…………………………………. 10
Motivational Theories……………………………………………. 13
Maslow’s Motivational Theory…………………………....... 13
Herzberg’s Two Factor Theory……………………………… 14
Teacher Career Stages……………………………………………. 15
iii
Table of Contents-continued
CHAPTER
Leadership Theories……………………………………………… 20
Transformational Leadership………………………………. 23
Transactional Leadership………………………………….. 27
School Leadership………………………………………… 28
Teacher Job Satisfaction……………………………………….. 33
Other Factors That Affect Job Satisfaction………………. 35
Mentoring …………………………………………………. 37
Professional Development ………………………………… 38
Chapter II Summary ……………………………………………… 39
III. METHODOLOGY………………………………………………….. 40
Design of the Study ……………………………………………… 40
Role of the Researcher …………………………………………… 42
Research Questions ……………………………………………… 42
Setting of the Study ……………………………………………… 43
Selection of Participants ………………………………………… 43
Pilot Study……………………………………………………….. 44
Data Collection …………………………………………………… 45
Data Analysis ……………………………………………………… 46
Instrumentation ……………………………………………………. 47
Chapter III Summary ……………………………………………… 49
iv
Table of Contents-continued
CHAPTER
IV. RESULTS …………………………………………………………….. 51
Interview Profiles …………………………………………………. 52
Interview #1………………………………………................ 52
Interview # 2………………………………………………… 54
Interview # 3………………………………………………… 57
Interview # 4………………………………………………… 59
Interview #5…………………………………………………. 61
Interview #6………………………………………................ 64
Interview #7………………………………………………… 67
Interview # 8…………………………………………........... 70
Interview #9………………………………………............... 73
Interview #10……………………………………………..... 76
Interview #11………………………………………............. 78
Interview #12………………………………………………. 80
Theme of Findings ………………………………………………... 82
Theme 1…………………………………………………….. 84
Theme 2…………………………………………………….. 93
Theme 3……………………………………………………. 106
Chapter IV Summary ……………………………………………. 113
V. CONCLUSION …………………………………………………….. 114
v
Table of Contents-continued
CHAPTER
Research Questions……………………………………………… 115
Discussion …………………………………………………........ 116
Strengths and Limitations of Current Study …………………..... 123
Recommendations for Future Research ……………………......... 124
Overall Closing …………………………………………………. 125
REFERENCES …………………………………………………………… 127
APPENDICES ……………………………………………………………. 134
A. Crosswalk: Interview Questions ………………………………. 134
B. HSIRB Approval Letter ……………………………………….. 137
C. Subject Recruitment Letter …………………………………….. 139
D. Informed Consent Document ………………………………….. 141
E. Letter to Superintendent ………………………………….......... 145

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