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The purpose of the study was to identify variables which are related to job satisfaction, focusing on shift schedules and their impact on life activities outside the work setting. The sample consisted of 72 female nurses. The subjects received questionnaires which contained questions relating to biographical information (age, gender, marital status, number and ages of children, length of time on the job), work schedule information (shift worked, number of weekends and holidays worked), and satisfaction information (shift schedule satisfaction, satisfaction with amount of weekend work, satisfaction with days worked/days off schedule, and satisfaction with amount of time for family, friends, and leisure). Correlation and multiple regression analyses were computed on all respondents and separately for those without children and for those with children. Only shift schedule satisfaction and amount of weekend work were found to be significantly related to job satisfaction for all respondents. Shift assignment was unrelated to job satisfaction. The other five satisfaction variables (weekend work, days worked/days off schedule, family, friend, and leisure time) were significantly correlated with job satisfaction for all respondents and for those without children. Multiple regression analyses showed that days worked/days off schedule satisfaction accounted for the most variance in job satisfaction scores.

High quality effective leadership for high schools is critical due to the social, political, and economic pressures placed upon public education. Due to these increasing pressures and ever higher accountability placed on principals, job satisfaction may decrease. The principal's job is complex and demanding; however, thoughtful examination of the principalship and the variables that contribute to job satisfaction can better equip school district leaders to retain principals. Researching aspects of job satisfaction is important because a job is not merely life sustaining, but positively life-enhancing, and enriching (Darboe, 2003). Through my associations with other principals, I see many administrators who appear to be unsatisfied in their jobs. As a result of my interests and experiences, I have conducted a study, based on a previous study completed at the middle school level by JoAnn Newby (1999), to explore job satisfaction among high school principals in Virginia. For this study 183 high school principals in Virginia responded to an internet survey using the Minnesota Satisfaction Questionnaire (MSQ) to explore the specific variables of gender, age, salary, number of assistant principals, years as principal, tenure, school socio-economic status, school size, and school accreditation status to determine which variables may or may not contribute to job satisfaction. A multiple regression was utilized to determine the relative impact that the criterion variables in predicting job satisfaction. The findings of this study suggest that high school principals in Virginia were generally satisfied with their jobs. The principals who responded were least satisfied with their level of compensation and most satisfied with being of service to others. The step-wise multiple regression completed for this study revealed that the significant predictors of job satisfaction were the number of assistant principals and Virginia Accreditation status. Those principals whose schools were fully accredited and those principals who had three assistant principals were significantly more satisfied than those principals whose schools were not fully accredited and those principals who had less than or more than three assistants. Results from this study are useful as they serve as a motivating force for those who are trying to gain more information about the high school principalship in Virginia. / Ed. D.

Studies have shown that effective principals are a key ingredient to high performing schools. Studies also indicate that a shortage of effective administrators is looming and some contend that the shortage is here (Daresh & Capasso, 2002). Johnson and Holdaway, 1991 report that it is important to study job satisfaction for many reasons. They also contend that one of the reasons it is important to study job satisfaction is that job satisfaction is related to absenteeism as well as staff turnover. One way to address the shortage of effective administrators is to continually assess the job satisfaction of administrators to determine which aspects of the job affect satisfaction. In this study, the researcher examined the job satisfaction of high school principals in the Commonwealth of Virginia in 2008. A replication of procedures used by Dr. James Stemple in 2004 provided the opportunity to compare results with Stemple's study to determine if the job satisfaction of high school principals has changed since 2004. Dr. Stemple's study was one of the first studies to assess job satisfaction after the implementation of the accountability movement. However, federal accountability including Adequate Yearly Progress has risen considerably since Stemple's 2004 study. In 2004, a pass rate of 65% for reading and 63% for math was required in order for a school to make AYP. During the 2008-2009 school year the required passing rate is 81% for reading and 79% for math. This study assessed job satisfaction of high school principals through the lens of the federal and state accountability movements. / Ph. D.