A correlational study of perceived principal's leadership style and teacher job satisfaction
Carpenter, Jennifer Leigh
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The purpose of this study was to determine if a statistically significant relationship existed between principal’s leadership style and teachers’ job satisfaction. It also sought to determine if a statistically significant relationship existed between teachers’ job satisfaction and the subtest scores of third grade students on Georgia’s Criterion Referenced Competency Test (CRCT) as well as the principal’s leadership style and the same test scores. Leadership style was determined using the Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (2000). Satisfaction was measured using the Minnesota Satisfaction Questionnaire (MSQ) developed at the University of Minnesota. Test scores were obtained from the Georgia Department of Education website. This study found that there was no statistically significant relationship between principal’s leadership style and teacher job satisfaction, nor was there a statistically significant relationship between job satisfaction and the subtest scores on the CRCT. There was no statistically significant relationship found between transformational leadership style and sub test scores on CRCT. There was a statistically significant relationship found between transactional leadership style and the subtests of Math, Language Arts, Reading and Social Studies on the Georgia CRCT.