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Relationship between principal leadership behaviour and the job satisfaction of teachers
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Type
Thesis
Author
Cheong, Heng Yuen
Supervisor
Ussher, John
Abstract
Numerous school leadership studies have shown that the leadership behaviour of the principal is a critical factor in the success of any programme in the school. In particular, these studies have shown, among other aspects, that principals who exhibit a highly considerate and highly structured leadership behaviour are more likely to have satisfied teachers.
The main purpose of the present study was to explore the relationship between the principals' leadership behaviours and the job satisfaction of teachers.
The sample of 329 teachers from 26 secondary schools was randomly selected from a total of 91 government secondary schools in Singapore. Data from this sample were collected by way of questionnaires.
The questionnaires were distributed to the sampled teachers and collected from them by the researchers. The questionnaires consisted of two parts: Part I, a 72-item questionnaire adapted from the Job Description Index (JDI) which was developed by Smith, Kendall and Hulin (1969), and Part II, a 20-item Leadership Behaviour Description Questionnaire (LBDQ) used by Barnard (1983) who had adapted it from the LBDQ developed by Andrew Halpin (1966). Bernard's version was further refined for this study. The modified items in the LBDQ questionnaire included 5 items dealing with consideration and 2 dealing with initiating structure.
The Pearson Product-Moment Correlation was used to test the relationship between principals' consideration and initiating structure and job satisfaction of teachers. The t-test was used to find out if the differences in means between the high group and low group in the two dimensions of consideration and initiating structure were significant. The mean scores on the LBDQ scale for consideration and initiating structure were used to dichotomise the high and low group. All hypotheses were tested for statistical significance at the .05 level.
Analysis revealed that a significant relationship existed between the principals' scores on consideration and initiating structure and teachers' job satisfaction score. The study also found that teachers who perceived their principals as being high in consideration and initiating structure were more satisfied with their jobs than those who perceived their principals as being low on both dimensions. However, the effects of consideration on job satisfaction were greater than those of initiating structure.
The empirical evidence suggested that principals should be more aware of the effective use of consideration and initiating structure if they are to be successful school leaders. Consequently, in the pre-service or in-service preparation of school leaders, sessions dealing with consideration and initiating structure should be given greater importance as these skills were crucial to successful school leadership.
The main purpose of the present study was to explore the relationship between the principals' leadership behaviours and the job satisfaction of teachers.
The sample of 329 teachers from 26 secondary schools was randomly selected from a total of 91 government secondary schools in Singapore. Data from this sample were collected by way of questionnaires.
The questionnaires were distributed to the sampled teachers and collected from them by the researchers. The questionnaires consisted of two parts: Part I, a 72-item questionnaire adapted from the Job Description Index (JDI) which was developed by Smith, Kendall and Hulin (1969), and Part II, a 20-item Leadership Behaviour Description Questionnaire (LBDQ) used by Barnard (1983) who had adapted it from the LBDQ developed by Andrew Halpin (1966). Bernard's version was further refined for this study. The modified items in the LBDQ questionnaire included 5 items dealing with consideration and 2 dealing with initiating structure.
The Pearson Product-Moment Correlation was used to test the relationship between principals' consideration and initiating structure and job satisfaction of teachers. The t-test was used to find out if the differences in means between the high group and low group in the two dimensions of consideration and initiating structure were significant. The mean scores on the LBDQ scale for consideration and initiating structure were used to dichotomise the high and low group. All hypotheses were tested for statistical significance at the .05 level.
Analysis revealed that a significant relationship existed between the principals' scores on consideration and initiating structure and teachers' job satisfaction score. The study also found that teachers who perceived their principals as being high in consideration and initiating structure were more satisfied with their jobs than those who perceived their principals as being low on both dimensions. However, the effects of consideration on job satisfaction were greater than those of initiating structure.
The empirical evidence suggested that principals should be more aware of the effective use of consideration and initiating structure if they are to be successful school leaders. Consequently, in the pre-service or in-service preparation of school leaders, sessions dealing with consideration and initiating structure should be given greater importance as these skills were crucial to successful school leadership.
Date Issued
1986
Call Number
LB2831.626.S5 Che
Date Submitted
1986