Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Summers, Kelly H.||Tonks, Stephen M.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational leadership||Educational psychology||School management and organization

Abstract

Certain transformational and transactional leadership behaviors exhibited by principals are effective in creating a work environment that supports teacher autonomy and higher levels of teacher job satisfaction. In an age of school reform and increased pressures on teachers to improve student performance, few studies have examined the relationships between principal leadership behaviors, teacher motivation, and teacher job satisfaction. The current study used data gathered from principals to examine the relationships between a principal's transformational and transactional leadership practices and a teacher's autonomous and controlled motivations. In addition, the relationship between a principal's leadership practices and a teacher's level of job satisfaction was examined. Additional analyses were conducted to examine the potential moderating effect of teacher motivation on the relationship between principal leadership style and teacher job satisfaction. Implications for principal training programs, professional development, and future directions for research are discussed.

Comments

Advisors: Kelly H. Summers; Stephen Tonks.||Committee members: Brad Hawk; Kelly H. Summers; Stephen Tonks.||Includes bibliographical references.

Extent

viii, 126 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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