Semester

Spring

Date of Graduation

1999

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Powell Toth.

Abstract

This study was designed to determine the leadership style of Kentucky school principals as perceived by Kentucky public school teachers. The study then measured the job satisfaction of the Kentucky public school teachers and examined the significant relationship between leadership style and teacher job satisfaction. The design and the findings of the study are as follows.;From the population of 40,000 teachers as identified by the teacher certification unit of Kentucky's State Department of Education, a random sample of 500 (250 elementary and 250 secondary) was chosen. Each teacher received a packet which contained the Leader Behavior Description Questionnaire ( LBDQ) to measure leadership style of their principal, the Mohrinan-Cooke-Mohrman Job Satisfaction Scales (MCMJSS) survey to measure teacher job satisfaction, and a demographic sheet for ancillary findings. The return surveys that were usable numbered 270 or 54%.;Statistical procedures were used to determine the relationship. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. A simple regression analysis was used to test the research questions.;Analysis of the data indicated the following findings. There was a significant relationship between public school principals' consideration leadership style, as perceived by teachers, and teacher job satisfaction. There was also a significant relationship between public school principals' initiating structure leadership style, as perceived by teachers, and teacher job satisfaction. Significant results were also indicated in the ancillary findings of the study. Ancillary findings contained descriptive data about the principals' gender, teachers' gender, and type of school.

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