Examining Teacher and Principal Influence on Teacher Job Satisfaction: A Hierarchical Linear Model Analysis

• In Event: 52.021 - Generating Teacher Job Satisfaction: Leadership Makes a Difference

Abstract

This study’s purpose was to examine the independent effect of principal perceived value of vision and adult professional development relative to individual teacher job satisfaction using the nationally generalizable data set, Schools and Staffing Survey (SASS), from the National Center for Education Statistics. Prior research identifies that administrative support is a vital contributor to teacher job satisfaction; however, educational leadership research has only begun to study what that support entails. We analyze the nationally generalizable 1999-2000 SASS of teachers n=42,086 and across n=8,542 public schools using a two-level hierarchical linear model to estimate the independent school-level effect of principal support relative to teacher level factors on Teacher Job Satisfaction. Implications suggest key approaches for principals to support teachers.

Authors

• Chelsey Saunders, Teachers College, Columbia University

• Eleanor E. Drago-Severson, Teachers College, Columbia University

• Alex J. Bowers, Teachers College, Columbia University