While educational reform has involved everything from curricular changes (e.g., whole language, cooperative learning, integrated technology,) to community involvement (e.g., business partners, community leaders, and parents), this study focused on school-based reform efforts. Specifically, those efforts which involve the changing roles of teachers and administrators, and the projected educational outcomes of such changing roles on job satisfaction for teachers. / The present study investigated teacher empowerment, transformational leadership and job satisfaction from teachers in twenty-two elementary schools in a North Florida school district that implemented district-wide school reform in 1989. Relationships were identified using two instruments: Rensis Likert's "Profile of a School" for investigating school leadership and job satisfaction, and The Carnegie Foundation's "National Survey of Public School Teachers" for addressing teacher empowerment. / The purpose of this study was to produce a model for the prediction of job satisfaction from the knowledge provided by the linear combination of teacher empowerment and transformational leadership. Using this model, the linear combination of the two specified independent variables was statistically significant. The results of the follow-up tests on the contributions of each of the independent variables showed only transformational leadership being statistically significant. This might be explained by the joint variability between the two independent variables. A cross-validation procedure was also employed to the original prediction equation and did provide some support for the use of the equation for the prediction of job satisfaction. Additionally, anecdotal comments from teachers in four schools (the two highest and lowest in job satisfaction) are reported. / The emphasis on teacher empowerment and transformational leadership towards job satisfaction in this study was supported by both the literature and the findings from the data. It is clear that these variables need to be properly regarded in schools, not only for teachers, but for administrators, parents, and students. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4223. / Major Professor: John H. Hansen. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77580 |
| Contributors | Hatchett, Monica Edette., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 100 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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