Date of Award

12-1-1989

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. William Denton

Abstract

The purpose of this study was to investigate the relationships among principal leadership behavior, teacher stress and teacher job satisfaction with respect to the socioeconomic status of the student population in middle schools. The independent variable was principal leadership behavior, the dependent variables were teacher stress and teacher job satisfaction, and the moderator or intervening variable was socioeconomic status (SES). A descriptive study was conducted in all of the thirteen middle schools in a large metropolitan school district. Of the 569 teachers selected for the study 356 chose to participate. An instrument was devised for data collection. The instrument was entitled, The Leadership Behavior Job Satisfaction Stress Inventory (LBJSSI). The Pearson Product Moment correlation coefficient was the statistical technique utilized to analyze the data. Nine hypotheses were formulated for the study. Four (1,4,6, and 7) were accepted and five (2,3,5,8, and 9) were rejected. The level of significance for acceptance or rejection of the null hypotheses was set at the .05 level. In the high SES schools, it was concluded from the correlation analysis that no significant relationships existed between principal leadership behavior and teacher stress, and no significant relationship existed between teacher stress and job satisfaction. There was, however, a significant relationship between principal leadership behavior and teacher job satisfaction. In the low SES schools, it was concluded that there was no significant relationship between principal leadership behavior and teacher stress, but there were significant relationships between principal leadership behavior and teacher job satisfaction, and teacher stress and job satisfaction. It was recommended that school administrators attend inservice workshops, conferences, lectures, read the literature, and take courses relating to leader behavior, stress and job satisfaction. It was also recommended that administrators find ways to promote greater satisfaction for teachers with their work.

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