the issue of mentally challenging work, this is not a simple matter. Employees value work that allows them to use their skills, but do not value challenging work that is beyond their skill level or which is not supported by management or resources. In other words, these job satisfaction measures are interrelated. For example, if an individual is provided with a mentally challenging job that eliminates boredom, but is not given equitable rewards or supportive working conditions, this leads to frustration, dissatisfaction, and failure.
There are still other considerations that lead to improved job satisfaction. For example, Holland (1985) developed what he termed a personality-job fit theory which he felt underlay job satisfaction. In his theory, the better the match between the individual's personality and their job, the more likely they are to be satisfied with their jobs and the less likely they are to voluntarily leave their positions. For example, he labeled one type of personality as realistic, with congruent occupations involving physical activities that use skill, strength, and coordination. Thus, good job fits would be mechanic, farmer, or carpenter. Another type was investigative, with good job fits including biologist and news reporter.
Another measure of job satisfaction that seems particularly relevant to the school superintendent position is the relationship between centrality, leadership, and satisfaction. According to Gortner et al. (1989), centrality in communication and task networks are linked to job satisfaction. In other words, those who are leaders and have the most access to information are likely to be the most satisfied. However, there are conditions to this, too. Thus, individuals can become overloaded with tasks and information, lowering both performance and satisfaction.
Job Satisfaction in School Superintendent positions:
The current situation regarding school superintendent satisfa...