Date of Award

Summer 7-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Shelly Fransen

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Kent Medlin

Abstract

One of the greatest challenges within education is a growing shortage of teachers (Epps & Foor, 2015). Various factors can be attributed to this phenomenon; however, two major factors that influence teachers to leave the profession are accountability and administrator leadership styles (Weinbaum, Weis, & Beaver, 2012). These two factors are crucial components that contribute to teacher job satisfaction or dissatisfaction (Epps & Foor, 2015). The purpose of this project was to examine various administrator leadership styles and their effects on teacher job satisfaction (Voon, Lo, Ngui, & Ayob, 2011). According to Voon et al. (2011), the leaders of any organization must take into deep consideration the effect of their leadership styles on the success of the organization. Two methods of analysis were used to support the study: a qualitative analysis using coding and theming and a quantitative analysis using descriptive statistics. The results of both analyses revealed the influence various administrator leadership styles have on teacher job satisfaction. The results indicated administrator leadership styles reflecting qualities of a transformational leadership style and a democratic leadership style positively impact teacher job satisfaction. The two analyses also revealed two factors motivate teachers and increase their job satisfaction: responsibility and the work itself. The results suggested school administrators should be reflective about their leadership styles and the motivating factors that increase teacher job satisfaction. Administrators can then make changes to their leadership styles and ensure certain motivational factors are integrated to increase teacher job satisfaction.

Rights

Copyright 2017

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