High School Principals Leadership Behaviors

This study investigated the impact of high school principals' selected leadership behaviors on levels of teacher job satisfaction. So that the study may be placed in context, this chapter presents a review and discussion of the existing literature. Categories of review cover: (1) definitions of leadership; (2) models of leadership and job satisfaction; (3) the contribution of non-leadership factors to teacher job satisfaction (4) empirical studies of leadership and job satisfaction in educational settings; and (5) empirical studies of factors that modify the leadership and job satisfaction relationship.

Even a cursory review of the literature on leadership reveals one clear fact which is that there is a lack of consensus definitions of leadership. As noted by Feldman and Arnold:

There are almost as many definitions of leadership as there are researchers who have studied the topic (and over 3,000 empirical studies of leadership have been carried out).

In a comprehensive review of the numerous definitions of leadership, Yukl suggested that despite differences, there are commonalities to all definitions. These are: (1) the assumption that leadership involves a group phenomenon consisting of two or more people; and (2) the notion that leadership involves a process of influence whereby intentional influence is exerted by the leader over followers. In other words, at its most basic level, leadership involves one person who is the leader attemp

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tion, and perceived effectiveness, it was concluded that general levels of job satisfaction, as well as perceived school effectiveness, could be elevated by principal leadership which focused on the facilitation of group development, support and interaction. Another factor that is associated with job satisfaction is self-concept. Schaer and Trentham examined for this association in a study of 195 classroom teachers. Collected data included not only the self-concept measure (Tennessee Self-Concept Scale) and several job satisfaction measures, but also measures of job-related attitudes. Job satisfaction was found to be significantly related to both self-concept and work-related attitudes. Also, it was reported that teachers derived greater emotional support from their degree of job satisfaction than from such work-related factors as their pay, the school facilities, or relationships with other teachers. Another non-leadership factor that has been observed to fairly consistently contribute to teacher job satisfaction is participation in decision-making. The contribution of participation in decision-making was studied by Sherman using a sample of 64 volunteers who were randomly assigned to either a control group or one of nine

Category: Psychology - H