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United States Public School Principals' Job Satisfaction: A Comparison by Region
Abstract
This study examines United States public school principals’ job satisfaction by region and several other context factors including principals’ gender, school level and school location. The purpose of this study is to identify significant context factors that might make a difference to principal job satisfaction for all public schools in the United States. Educational research clearly posits principals support student achievement and teacher effectiveness, and so this study’s exploration of influencing context factors related to principal job satisfaction is timely, relevant, and necessary. A sample of US public school principals is from the 2015–16 National Teachers and Principals Survey (NTPS) principal data that was collected by the National Center for Education Statistics (NCES). This study will apply one-way ANOVA to compare principal job satisfaction between the four regions and then apply two-way ANOVA to further compare principal job satisfaction by region and one of the three context factors (principal gender, school level, and school location). At publication, this study is the first comprehensive research of United States public school principals’ job satisfaction by region and by region with specific independent variables tied to contextual relevance. The findings will have implications for principal retention, and for the design of current and future professional development action plans for building administrators, school continuous improvement plans and higher education leadership studies for aspiring principals.
Subject Area
Educational administration|Occupational psychology|Educational leadership
Recommended Citation
Perkins, Teresa G, "United States Public School Principals' Job Satisfaction: A Comparison by Region" (2019). ETD collection for University of Nebraska-Lincoln. AAI27664681.
https://digitalcommons.unl.edu/dissertations/AAI27664681