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.

The purpose of this study was to assess the satisfaction level of public middle school principals in Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ) and compare it to the earlier 1999 findings of Dr. JoeAnn Newby. The Long-Form of the Minnesota Satisfaction Questionnaire (MSQ) was used to determine the levels of job satisfaction for middle school principals in Virginia using twenty dimensions of the job and the following demographic variables: gender, age, experience, education, school location, school population, accreditation status, and Adequate Yearly Progress (AYP). Specifically, this study sought to answer the following 5 questions: (1) What is the general satisfaction level of middle school principals in the state of Virginia as measured by the Minnesota Satisfaction Questionnaire (MSQ)? (2) Based on the demographic variables of gender, age, degree, experience, school location, and school population what is the general satisfaction level of middle school principals in Virginia? (3) What is the satisfaction level of each of the twenty dimensions of the job as measured by the Minnesota Satisfaction Questionnaire (MSQ)? (4) Based on the demographic variables of gender, age, degree, experience, school location, and school population, what is the satisfaction level of middle school principals for each of the twenty dimensions of the Minnesota Satisfaction Questionnaire (MSQ)? (5) Based on the demographic variables of accreditation status and Adequate Yearly Progress (AYP) have the Virginia Standards of Learning and No Child Left Behind legislation influenced the general job satisfaction of middle school principals in Virginia? The 2006 Virginia Educational Directory was utilized to select the target population of 334 middle school principals. A mailing consisting of an Individual Information Sheet and the 1967 Long Form of the Minnesota Satisfaction Questionnaire (MSQ) was mailed to each principal. Demographic data pertaining to gender, age, degree, experience, school location, school population, accreditation status, and Adequate Yearly Progress (AYP) was collected and compared with the twenty dimensions of the MSQ. Statistical procedures including frequency charts, ANOVAs, and post hoc tests (Scheffe) were utilized to determine the statistical significance of the findings. / Ed. D.

No description available.

No description available.

The study attempts to formulate criteria to evaluate the work of the elementary school principal in city schools, subdividing his duties into five major phases, namely: (1) supervision, (2) administration, (3) organization, (4) clerical, and (5) other duties.

published_or_final_version / Education / Master / Master of Education

No description available.

The purpose of this study was to identify principal staff development needs as perceived by principals and superintendents in select Indiana school districts. Need ratings were analyzed by comparing superintendent and principal rating in eight categories of potential needs; "Instructional Leadership and Curriculum," "Community and Public Relations," "Personal Awareness," "School Management," "Personnel Management," "Student Rapport," "Principalship," and "Administrative Organization and Planning." The potential influence of five demographic variables: "Size of School District," "Levels of Graduate Education," "Grade Levels of Assignment," "Membership in Professional Organizations," and "Years' Experiences in School Administration," on principal ratings was also examined. Data were collected from30 superintendents and 181 principals employed in the 30 randomly selected school districts. Data were collected via a survey containing 76 items divided into eight categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, demographic variables incorporated in this study appeared to have little effect on principal ratings. There were three exceptions: (a) level of assignment (type of school) was found to be significant for ratings in the category of "Community and Public Relations," (b) level of assignment (type of school) was found to be significant for ratings in the category of "School Management," and (c) level of memberships in professional organizations was found to be significant for ratings in the category of "School Management."Findings in this study suggested that there was much common ground in principal ratings of their own staff development needs and the ratings provided by superintendents. Hence, the potential for planning programs that address both organizational and personal needs appeared to be high. Additionally, outcomes suggested that practitioner perceptions of principal staff development needs are not affected to any great extent by demographic variables. Additional research examining why principal needs are often ignored in staff development programs was recommended. / Department of Educational Leadership

The literature on middle level education addresses teaching and learning in great detail. While research on elementary and high schools consistently supports the importance of the school principal, the middle level principal is not readily addressed. Relatively little empirical evidence exists that addresses the career orientation of the middle level principal. Knowing the career orientation of middle level principals is important for principal-training programs, school corporations who hire middle level administrators, and educators who are contemplating or preparing for entry into the middle level principalship.This study examined the career orientation of Indiana middle level principals, grades six (6) through eight (8), during the 1998-1999 school year. The population consisted of 215 principals; 194 (90.2%) participated in the study. The purpose of the study was to determine the career orientation of practicing middle level principals by examining three strands: career aspirations, focusing on career path and career goals; professional preparation, focusing on licensing, educational background, and perceptions of preparedness; and job satisfaction, focusing on work preference and satisfaction. The demographic variables of age, gender, school size, experience as an assistant principal, years of professional experience, geographic location, highest degree earned, and employment of middle school constructs were considered in light of the three strands.Research questions examined four areas of the Indiana middle level principal's career orientation: the extent to which the individuals 1) aspired to be a middle level principal, 2) followed a career path that included middle level experience, 3) were prepared for the middle level principalship, and 4) were satisfied being a middle level principal.Findings of the study indicated that Indiana's middle level principals did aspire to the middle level principalship. Prior to their first middle level principalship, the career path for most middle level principals included middle level experience. Although middle level courses were part of most degree programs, most of the participants believed that preparation for middle level administration was not adequate. Finally, Indiana's middle level principals were satisfied with their work and most considered the middle level principalship to be their ultimate career goal.Recommendations for further study are included. / Department of Educational Leadership