Thesis advisor: Lauri Johnson / This qualitative case study examined the perceived influence of social justice leadership on the job satisfaction of novice teachers in one Massachusetts school district. Social justice leadership was defined as leaders who “actively work to improve teaching and learning, so that all students have equitable opportunities to learn and excel” (Rivera-McCutchen, 2014, p. 749). Data collection included interviews with school and district leaders as well as a document review. Findings indicated that novice teachers and leaders identified specific building-based supports that helped novice teachers meet diverse student needs. The results of this study also found a discrepancy between leaders and novice teachers’ perceptions about opportunities for novice teachers to engage in critical self-reflection and the provision of professional development which supports social justice. This study supported the research that a determining factor in job satisfaction is whether or not novice teachers are able to meet student needs (Johnson & Birkeland, 2003). Recommendations include ensuring sustained social justice professional development by creating opportunities for novice teachers to engage in critical self-reflection and integrating culturally relevant pedagogy in order to help novice teachers meet the needs of diverse learners, which in turn may influence job satisfaction. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_106718 |
| Date | January 2016 |
| Creators | Gough, Bridget |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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