Elementary Teachers' Perceptions of Administrators and Job Satisfaction

Autor/in	Davis, Christen M.
Titel	Elementary Teachers' Perceptions of Administrators and Job Satisfaction
Quelle	(2012), (105 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Cincinnati
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-7565-7
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Teacher Attitudes; Job Satisfaction; Administrator Behavior; Qualitative Research; Interviews; Administrator Characteristics; Integrity; Trust (Psychology); Ethics; Leadership Qualities; Communication Skills; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Qualitative Forschung; Interviewing; Interviewtechnik; Integrität; Ethik; Führungseigenschaft; Kommunikationsstil
Abstract	The purpose of this study was to investigate administrative influence on teacher job satisfaction based on the perspectives of teachers using Frederick Herzberg, Bernard Mausner, and Barbara Snyderman's Two-Factor Theory on job satisfaction as the theoretical framework. This study also explored the administrative actions and behaviors that teachers felt contributed to teacher job satisfaction and dissatisfaction. This qualitative study used open-ended interviews to gather all data. Through these interviews, the administrative qualities that emerged as important were: integrity, leadership, professionalism, support, and communication. Integrity included trust, honesty, and being ethical. Leadership involved making decisions, administrator knowledge, consistency, ownership and responsibility, and ability. Professionalism pertained to teachers being treated as knowledgeable, with respect, and as team members. Administrative support included classroom, parent, personal, and professional support. Communication involved open communication between the members of the school. Findings of this study showed that administrators do effect teacher job satisfaction. These participants also felt that administrative influence was the most influential variable effecting teacher job satisfaction. They also believed that teacher job satisfaction effected the students, which indirectly connected administrators to student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10