ve pointed out that a principal cannot be fully effective unless he understands his or her relationship to school curriculum. As the authors put it:
Principals must understand the enacted curriculum process, not just the official curriculum, and work with teachers to negotiate curriculum meaning.
Also, principals must have several skills. These include problem-solving, decision-making, goal setting and people management skills; further, they must have strong ability in the areas of interpersonal communication, conflict management, motivation, and mentoring.
Cox has reported that one of the most important characteristics of effective school leadership is the ability to effect school change in the direction of improvement. The principal needs to know about all factors that obstruct and facilitate change as well as the fact that principals are but one of a group of players that produce effective change.
Models of Leadership and Job Satisfaction
Two models of leadership (and their relation to job satisfaction) are of importance to this study. The first model is the Leadership Challenge Model developed by Kouzes and Posner, and the second model is the Leadership Style Model developed and tested by Fleishman, Harris and Burtt. The Leadership Challenge Model is important because it serves as the foundational theory underlying this research. The second model is important because most empirical investigations of leadership and job satisfaction (in both organizational and educational settings) are derivative of the Leadership Style Model.
This section of the review describes the Leadership Challenge Model and the Leadership Style model and notes similarities between them. These similarities are then related to the general body of literature on leadership and job satisfaction in order to show that although The Leadership Challenge Model is newly developed, it is directly relevant to the existing research.
This study's...