Associations Among Principal Leadership Behaviors, Teacher Motivation, and Job Satisfaction

• In Event: Park Central Roundtable Session 1
  In Roundtable Session: Benefits and Challenges of Instructional Coaching and Mentoring for Teachers and School Leaders

Abstract

This quantitative study utilized self-report measures from public school teachers (n=154) to examine associations among leadership behaviors, motivation, and job satisfaction. The theoretical model guiding the study was self-determination theory. Results suggest transformational, and certain types of transactional leadership behaviors are significantly related to motivation and job satisfaction. Furthermore, analyses revealed that autonomous motivation mediated the association between transformational leadership and job satisfaction. Implications for principals and principal training programs are discussed.

Authors

• Kelly Summers, Northern Illinois University

• Tom Lind, Richmond Burton School District

• Stephen M. Tonks, Northern Illinois University