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.

In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy could be effective in improving students' self-efficacy and course satisfaction in a blended learning context. Standard volitional messages were constructed and—along with traditional feedback content (knowledge of results and knowledge of correct response)—distributed to a large undergraduate class in China. Sixty-seven freshmen participated in this pure experimental study. Results indicated that students' learning self-efficacy and course satisfaction were significantly correlated. In addition, participants who received the knowledge of correct response plus volitional messages (KCR+V) showed greater course satisfaction than those who received other types of feedback messages. No significant difference emerged in self-efficacy. Future research directions are discussed. / Ph. 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.

This study was designed to replicate nationwide surveys completed in 1982 and 1992. The purpose was to examine and describe the levels of job satisfaction and the relationship between the variables in a national sample of school psychologists belonging to the National Association of School Psychologists (NASP). The sample for this study consisted of respondents who reported being full-time school practitioners. Data were collected through mailed survey packets including a data form and a modified version of the 1977 Minnesota Satisfaction Questionnaire (MSQ). Packets were mailed to 500 randomly selected members of the National Association of School Psychologists. Of the 308 packets returned, 234 were full-time school practitioners and were included in the analysis. Results indicated that 90% of school psychologists were satisfied or very satisfied with their jobs. The findings showed a gradual increase in overall job satisfaction when compared to the 85.7% in 1982 and the 86% in 1992 who reported being satisfied or very satisfied with their jobs. Participants in the current sample were more satisfied with their job security, independence, and creativity. The only variables demonstrating a significant relationship with job satisfaction were the intent to remain in current position and supervisor certification. Several recommendations and implications were drawn from the study. Trends in the field relating to gender, psychologist-to-student ratio, salary, degree status, and numerous other factors were discussed along with recommendations for future research. / Ph. D.

As evidenced by the sheer number of websites presently on the Internet and the exorbitant amount of dollars that are spent on maintaining corporate websites determining the successfulness of these websites is of the utmost importance. In building a successful website the design must match the organization's objectives and these objectives need to be clearly defined. However, the objectives of a website differ depending upon the website type. As a result, from the user perspective, this results in varying ideas of satisfaction as well as success. Thus, from the user perspective determining success across websites is both goal and context specific. This dissertation investigated five variables which were believed to impact website satisfaction: information quality, system quality, perceived effectiveness, social influence, and trust. Theories in information systems success and information technology adoption provided theoretical foundations for this dissertation. The research was conducted by surveying multiple respondents, who were regular users of two different websites, each fitting into a different category within the taxonomy of websites. Structural equation modeling techniques were used to build the models of determinants of satisfaction for each website. The research results indicate that depending upon the type of website being evaluated different determinants of satisfaction were present. Four variables were found to be significant determinants of website satisfaction in the online community website: information quality, perceived effectiveness, social influence, and trust. However, in the information specific search website only three variables were found to significantly predict website satisfaction: information quality, system quality, and perceived effectiveness. Thus, this dissertation has shown that website users' determinants of satisfaction and overall successfulness is dependent upon the context of the website being evaluated and that determinants of satisfaction are goal specific. Several contributions were made by this study. In particular, this research is one of the first to empirically measure determinants of satisfaction, from the user perspective, in varying website contexts. / Ph. D.

The purpose of this study was to determine the factors that contributed to the job satisfaction of African American counselors (AAC). Although there are a variety of job satisfaction studies regarding mental health professionals, a literature review indicated research related to the job satisfaction of AACs was negligible. Knowing the factors that contribute to minorities' occupational satisfaction is especially important for mental health organizations because the information helps managers recruit and retain AACs. Subjects were 182 currently employed AACs who were members of American Counseling Association (ACA). A modified version of the Minnesota Satisfaction Questionnaire (MSQ) and a Data Information Form (DIF) were used to collect data. The following research questions were studied: What were the aggregate levels of job satisfaction expressed by African American Counselors? Which of the 20 subscales on the Minnesota Satisfaction Questionnaire (MSQ) were rated as being important to AACs' job satisfaction? Which select demographic variables contributed significantly to the job satisfaction of AACs? It was determined that 87% of participants in this study were satisfied or very satisfied with their current job. Only 13% of subjects indicated they were dissatisfied. Subjects were satisfied with 19 of 20 job facets. Social service was the only facet subjects indicated they were very satisfied with, and advancement was the only facet subjects indicated they were dissatisfied with on their current job. An analysis of demographic variables revealed two significant associations: subjects who were not planning to leave their profession within the next 5 years were satisfied with their job, and subjects who indicated sexism did not affect their job were more satisfied with their current position. Overall, the results from this research indicated AACs were satisfied in their current position. / 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.

This research compares the relationship satisfaction and mental health of parents of children diagnosed with Autism or Autism Spectrum Disorders (ASD) to parents of children with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD) and parents of normative children. The analytical sample was obtained from the 2007 National Survey of Children's Health, and ANOVA statistical procedures were used to analyze the data. Results indicate that significant differences exist in relationship satisfaction and mental health between mothers of children with Autism or ASD and mothers of either children with ADHD or ADD or normative children. No significant differences were found between fathers. Implications for clinicians working with this population, as well as suggestions for future research are discussed. / Master of Science

Servant leadership is one of the most important forms of leadership and some authors and experts even consider servant leaders to be among the best leaders. The purpose of this quantitative research study is to examine the relation between teachers’ perceptions of their principals’ servant leadership style and teacher job satisfaction. The target population of the study was teachers in the Al-Salama 2 district in Jeddah, Saudi Arabia. There are eight public schools in this district; all are similar with respect to the school buildings, curricula, number of teachers and students, and their socioeconomic status. Two separate survey instruments were used for this study: Liden et al.’s (2008) Servant Leadership Questionnaire (SLQ), which is a validated survey instrument that identifies seven dimensions of servant leadership characteristics. Mohrman et al.’s (1977) Mohrman–Cooke–Mohrman job satisfaction survey (MCMJSS) also was administered to measure the teachers’ job satisfaction. The data was formatted using Qualtrics survey software and all data were analyzed in SPSS v. 24. The results from the data analysis indicated that teachers do perceive their school leaders’ behavior reflects servant leadership characteristics and also showed a significant positive correlation between teachers’ perceptions of their principals’ servant leadership and their job satisfaction. The findings of this study indicate that the positive correlation between servant leadership and job satisfaction exists in Saudi Arabia. This field of research can continue to examine if this relationship exists as an embedded part of specific cultures or if it is inherently true that those who lead through service contribute to a greater sense of job satisfaction despite any differences in job category, pay scales, or cultural differences. Moreover, the results were consistent with the theoretical framework with respect to servant leadership theory and job satisfaction, and with the results of previous research. / Ph. D. / This study will provide insights about ways to increase teachers’ job satisfaction and enable school leadership to use different tools to maximize that job satisfaction in ways that will enhance their schools. The purpose of this study was to examine principals’ level of servant leadership as determined by their teachers and what effect it has on their teachers’ job satisfaction. The target population of the study was teachers from eight public schools. Two survey instruments were used for this study: Servant Leadership Questionnaire (SLQ) and Mohrman–Cooke–Mohrman job satisfaction survey (MCMJSS). The data analysis indicated that teachers do perceive that their school leaders’ behavior reflects servant leadership characteristics. Findings from the study indicated that a significant positive correlation exits between teachers’ perceptions of their principals’ servant leadership and their job satisfaction.

This study explored the relationship between the multidimensional construct of emotion regulation and relationship satisfaction in couples seeking couple or family therapy at an outpatient mental health clinic. Recognizing the necessarily interdependent nature of dyadic data, study data were analyzed via path analysis consistent with the Actor-Partner Interdependence Model (APIM; Kenny, Kashy, and Cook, 2006). While overall emotion regulation was not found to be significantly related to relationship satisfaction, results indicated differential effects for the various dimensions of emotion regulation. Perceived access to emotion regulation strategies was significantly positively associated with relationship satisfaction for both men and women. Awareness of emotions was significantly negatively associated with satisfaction for men, with women displaying a trend toward significance, and acceptance of emotions was significantly negatively associated with satisfaction for women, with men displaying a trend toward significance. Women's acceptance of emotions was also significantly negatively associated with her partner's relationship satisfaction, while her ability to control her impulses was significantly positively associated with her partner's satisfaction. No partner effects were found for men's emotion regulation dimensions. Study limitations as well as research and clinical implications are discussed. / Master of Science