The relationships among teacher absenteeism, principals' leadership styles, and teachers' frustration levels
Barge, John David
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The purpose of this study was to examine the extent of the relationships among teacher absenteeism, principals’ leadership styles, and the frustration levels experienced by teachers on the job. The significance of the study lay in its providing insight to building-level and system-level administrators concerning the reasons teachers are absent. Jacoby and Terborg’s Managerial Philosophies Scale (MPS) was administered to 32 principals in a suburban Georgia school system. The MPS measured the degree to which administrators subscribed to McGregor’s Theory X and Theory Y beliefs about man. Additionally, Spector’s Organizational Frustration Scale (OFS) was administered to 1,160 teachers in the same school system. The OFS measured the level of frustration experienced by teachers in their schools. Once data were obtained from principals and teachers, computerized attendance data from the school system’s central office were acquired. Absence rates were calculated for each school and the system mean was correlated to mean scores of teachers’ frustration levels and principals’ leadership styles. The Pearson Product-Moment correlation coefficient was used to determine if a relationship existed among teacher absenteeism, principal leadership styles and teacher frustration levels. The results of this study suggested that no statistically significant, positive relationship existed between principal leadership style and teacher absenteeism. Additionally, the study found no significant, positive relationship between teacher frustration level and teacher absenteeism. However, the study did find that a statistically significant relationship existed between principal leadership style and teacher frustration level.
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