Shead, Lisa M

Abstract: This study examined the relationship between principals' leadership styles and teachers' job satisfaction. A demographic survey, the School-Level Environment Questionnaire (Fisher and Fraser, 1990), and the Job Descriptive Index (Smith, et, al. 1969) were administered to 232 teachers representing the San Antonio Independent School District. The SLEQ consisted of school environment factors including school leadership style that provided a measure for principals' leadership style. The SLEQ quantified teachers' ratings of their principals' leadership style according to the seven factors of professional development, empowerment (participatory decision making), student supportiveness, work pressure, resource adequacy, innovation, and mission consensus (staff freedom) (Fisher and Fraser, 1990). The JDI measured teachers' job satisfaction in terms of co-workers, job in general, work on present job, present pay, opportunities for promotion and supervision. Research showed that empowerment was the leadership variable that had the greatest impact on teacher job satisfaction indicating that principals can impact teacher job satisfaction by how much they empower teachers. Three out of four regressions found that empowerment positively related to teacher job satisfaction. Job in general was negatively related to teacher job satisfaction. Age was the only demographic variable that had any effect on teacher job satisfaction meaning older teachers were less satisfied than younger teachers. Furthermore, the type of school the teacher taught in was a small predictor of empowerment, student supportiveness, and resource adequacy. High school teachers perceived their principals as being more empowering than elementary school teachers. Elementary school teachers perceived their principals as providing more student support than high school teachers. Elementary school teachers also perceived their principals as providing more resources than high school teachers. Lastly, the educational level of the teacher was a small predictor of ratings of the principals' emphasis on innovation. Teachers who held a Bachelor's degree perceived their principals as being more innovative than teachers who held a Master's degree.

总结：

1、本研究旨在探讨校长领导​​风格与教师工作满意度之间的关系。

2、研究表明，权力是影响教师工作满意度最大的领导变量。四分之三的回归分析发现，权力正相关，教师的工作满意度。招聘一般呈负相关教师的工作满意度。年龄是对教师工作满意度意味着旧的教师有什么影响的唯一人口统计变数较年轻的老师不太满意。

3、此外，学校的类型，学生的支持性和资源充足的小预测。高中教师认为自己的校长为比小学教师的赋权高。国小教师认为自己的校长为提供比高中教师的学生支持。小学教师也认为自己比高中教师有校长提供的更多的资源。

来源：ProQuest LLC, Ph.D. Dissertation, Our Lady of the Lake University. 149 pp.