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The relationship between School Leadership Style and Teacher Job Satisfaction in
Public School
________________________
A Thesis
Presented to
The Faculty of the Graduate School
Davao Oriental State University
__________________________
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Education- Educational Management
Yza Grace Delima
December 2023
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CHAPTER 1
INTRODUCTION
Background of the Study
Leaders should possess a vision, integrity, and the skill to guide a group towards a shared
objective. Additionally, they require strong coaching abilities, the capacity to facilitate effective
communication, and adept problem-solving skills. According to Bennis, leaders must master four
crucial competencies: engaging followers, demonstrating self-confidence, maintaining honor and
nobility, and adapting to change. Developing and refining these competencies significantly boosts
a principal's likelihood of playing a meaningful role in school leadership. Principals who exhibit
these essential competencies are more likely to gain the confidence of teachers. Moreover, these
competencies are vital for principals to establish connections within the local community (Bennis,
2003).
According to Bennis, success in leadership is contingent upon several fundamental elements.
Leaders are required to reinvent themselves, actively engage with the world, and express
themselves authentically, either by fully deploying their abilities or by shaping their own destinies.
Essential to effective leadership is a deep understanding of oneself. Leaders must distinguish
between their true selves and the expectations imposed by the external world. While leaders can
gain insights about themselves through interpersonal relationships, they must also cultivate trust
and inspiration from within. Bennis advocated for a shift in the American organizational culture,
calling for leaders who possess a balanced blend of logical, analytical, technical, intuitive,
conceptual, and artistic thinking. Principals, in particular, need comprehensive self-awareness of
their skills, capabilities, and limitations to anticipate the diverse leadership qualities demanded by
varying contexts (Bennis, 2003).
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Bennis asserted that optimal outcomes result from the effective combination of a specific context
and an individual possessing relevant leadership qualities across different scenarios. In earlier
theories, Gardner elucidated that each leader possesses distinctive attributes unique to their
leadership capabilities, contributing to success depending on the context. Leaders play integral
roles within systems and are influenced by the forces impacting those systems. Specifically,
leaders must undertake essential tasks crucial for group success. Principals should possess
distinct attributes and leadership qualities conducive to favorable outcomes in appropriate
contexts. Principals face the challenge of leveraging these attributes and leadership qualities to
inspire and empower teachers in achieving established objectives (Gardner, 1990).
Bennis argued that leadership involves the art of persuasion, where an individual motivates a group
to actively pursue shared objectives. Consequently, effective leaders must possess specific
qualities such as charisma, trustworthiness, loyalty, interpersonal skills, empathy, honesty, and the
ability to foster a team-oriented atmosphere. Leaders are also encouraged to cultivate covenantal
relationships that promote a supportive and cohesive environment. In the context of school
leadership, principals are compelled to hone their interpersonal skills, establish trust and loyalty,
and foster an environment conducive to growth and improvement. It is crucial for principals to
meet teachers' aspirations for involvement in decision-making processes and the pursuit of
common goals (Bennis, 2003).
Principals are likely to be drawn to a transformational leadership role to endure the constant change
and chaos brought by globalization. In the future, leaders will undertake tasks that were
unimaginable a generation ago. While leaders gain experience by navigating obstacles and
managing change amid chaos, it is evident that training and preparation are essential for
maintaining the status quo. Consequently, a change agent is now seen as a source of both personal
growth and organizational salvation. The upcoming generation of leaders will inevitably confront
ongoing crises in public education, culture, health care, government, violence, and poverty.
Leaders in public education, particularly in urban school districts, are presently grappling with the
deteriorating conditions of our nation's educational system. Therefore, prioritizing public
education reform remains crucial (Bennis, 2003).
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Statement of the Problem
Education inequality leads to disparities in collaborative partnerships between schools and
communities, teacher quality, school facilities, government funding, and educational outcomes.
Urban or Title 1 districts consistently encounter challenges related to physical and mental
healthcare, high unemployment rates, low academic achievements, student behavior, and the
overall well-being of impoverished communities in their vicinity. The majority of students in
urban districts belong to economically disadvantaged and at-risk groups residing in these
impoverished communities (Gore & Smith, 2001). President George Bush aimed to bridge the
educational and societal gaps among students from various socio-economic backgrounds by
signing public law No Child Left Behind (NCLB) on January 8, 2002. Despite bipartisan
support, the implementation of NCLB at the campus level has resulted in numerous structural
challenges affecting the success of classroom teachers. These challenges include teaching
students with varying instructional needs in one classroom, catering to students with special
needs and limited English proficiency, and ensuring that all students meet the minimum state and
federal education requirements (Paige, 2006).
Despite facing unequal conditions, challenges within urban communities, and increased job
demands outlined by No Child Left Behind (NCLB), teachers working in urban schools are still
expected to provide high-quality instruction. Additionally, principals in urban school districts
encounter difficulties that can complicate matters for teachers. Principals need to actively seek
entrepreneurial opportunities, handle social complexity adeptly, and cultivate political skills. In
disadvantaged communities, principals must also be equipped to secure lacking resources for their
assigned campuses and create conducive environments. While urban districts offer more
professional development opportunities and higher salaries for educators and administrators
compared to suburban and rural counterparts, local areas and families bear the responsibility of
funding and managing schools. Consequently, the NCLB-driven public education reform has led
to a paradox where numerous students are left behind, and teacher attrition has reached its peak.
A more purposeful role in school leadership is inevitable, requiring principals to focus their
attention on specific areas across their campuses (Luo, 2004).
Principals wield the authority to influence their school environments positively by motivating
educators to pursue career growth, emphasizing strategies for student success, addressing staff
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issues, guiding new instructors, enhancing the school's physical infrastructure, and managing the
budget. Building supportive relationships with teachers is crucial for establishing trust and
empowering them to thrive in their classrooms. Whatever strategies a principal employs to
cultivate a thriving school atmosphere also contribute to fortifying the principal's resilience and
capacity to overcome challenges.
Difficulties in the School Setting
School principals encounter numerous challenges while serving as leaders on their campuses. It is
essential for principals to be aware of effective strategies when leading teachers. There are various
approaches that principals should contemplate to establish a successful school environment.
According to Fisher and Fraser (1990), there are seven essential elements, comprising a)
professional development, b) empowerment, c) student supportiveness, d) work pressure, e)
resource adequacy, f) innovation, and g) mission consensus. The subsequent pages elaborate on
these seven elements.
Professional Development
The initial focus highlighted by Fisher and Fraser pertains to professional development. Teachers
anticipate their leaders to aid them in realizing their individual potentials. Principals, in fact, foster
increased trust by consistently sharing district information through extensive training and
professional development. Serving as instructional leaders, principals have the privilege of
encouraging teachers to pursue ongoing education, certifications, or advanced
degrees. School districts also bear the responsibility of instructing and cultivating teachers in
curriculum programs, which significantly influence how well teachers comprehend and convey
their knowledge. The cultivation of a school environment, emphasizing recognition, collaborative
discussions, and team projects, is crucial in constructing professional development, offering
teachers the chance to share their knowledge. Principals should motivate teachers to engage in
informal interactions across traditional boundaries and with other campuses.
Teachers build connections with their peers through interactions and relationships. The absence of
opportunities for teachers to form relationships is detrimental to educators' growth and
development, resulting in performance gaps. A sense of involvement and acceptance can be
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attained through celebrations, cultural events, and team projects. Collaboration during various
occasions enhances the overall effectiveness of the campus (Barnett, 2003).
Principals can foster a supportive environment for teachers by establishing learning communities,
mentoring programs, and study groups. Learning communities provide settings for teachers to
enhance their understanding of effective instructional strategies and professional practices,
perpetuating goal-setting and fostering positive attitudes. Mentoring programs offer personalized
growth opportunities for both new and experienced teachers. A mentoring coach guides a new
teacher through collegial discussions, feedback, reflection, classroom visits, observations, goalsetting, and monitoring. Study groups offer another avenue for novices and veteran teachers to
explore best practices. A small group of teachers may study the most effective way to present a
new math unit or establish discipline management (Watkins, 2005).
As teachers become more aware of their expectations and growth possibilities, they also become
informed about their rights as professional educators. Many teachers pursue development
opportunities through professional organizations and district networks. Additionally, teachers may
find support through memberships with state or federal teacher unions. For instance, the National
Education Association provides assistance in areas such as legislation, career enhancement,
finances, and global partnerships. The absence of this support can be disheartening, particularly
for new teachers possessing diverse skills, making it easy for them to explore alternative careers
and opportunities (Barnett, 2003).
Empowerment
Empowerment is the second focal point emphasized by Fisher and Fraser. The principal, in
collaboration with a select group of educators, should actively participate in critical decisionmaking processes that impact curriculum development, student life, school operations, and
financial matters. For example, the campus leadership team, adhering to district policies, plays a
pivotal role in decision-making that influences the entire campus. Typically comprised of
representatives from each grade level and department, the campus leadership team collectively
oversees campus-wide expectations. Offering teachers opportunities to express their perspectives
and contribute to the enhancement of their working conditions empowers them to surpass
expectations. Whether devising dismissal procedures or establishing a campus-wide tutoring
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schedule, involving teachers in decision-making actively engages them in the advancement of their
campus. A centralized decision-making body not only promotes diversity but also leads to positive
changes and experimentation (Barnett, 2003).
Work Pressure
Fisher and Fraser underscore the significance of work pressure as the fourth element. For new
teachers, the challenges associated with establishing classroom management, routines, procedures,
and discipline management can be particularly overwhelming. Additionally, the endeavor to create
a nurturing and engaging learning environment for students may pose frustrations for educators.
It's essential to acknowledge that achieving these personal goals is contingent on various factors,
including experience, mentorship, and ongoing professional development. Recognizing and
addressing the pressures faced by teachers is pivotal in supporting their growth and ensuring a
positive educational experience for both educators and students alike.
Hypotheses
Hypothesis 1: There is a positive correlation between the leadership competencies of school
principals, as outlined by Bennis (2003), and teacher job satisfaction in public schools.
Hypothesis 2: School principals who exhibit essential leadership competencies, including
engaging followers, demonstrating self-confidence, maintaining honor and nobility, and adapting
to change, are more likely to gain the confidence of teachers, resulting in higher levels of teacher
job satisfaction.
Hypothesis 3: The level of self-awareness and comprehensive understanding of skills, capabilities,
and limitations by school principals, as advocated by Bennis (2003), positively influences teacher
job satisfaction in the context of school leadership.
Significance of the Study
The study on the relationship between school leadership style and teacher job satisfaction holds
profound significance in the realm of education. The background of the study underscores the
critical role of leadership in fostering a positive and effective educational environment. Several
key aspects contribute to the significance of this investigation:
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Guiding Effective Leadership. The study delves into the qualities and competencies
essential for effective school leadership, as outlined by scholars like Bennis and Gardner.
Understanding these attributes is crucial for guiding leaders in fulfilling their roles successfully.
Teacher Confidence and Trust: By exploring how principals with specific leadership
qualities influence teacher confidence, the study sheds light on the interpersonal dynamics within
schools. Building trust and loyalty is crucial for creating a conducive environment for both
educators and students.
Cultivating Transformational Leadership. The study emphasizes the relevance of
transformational leadership, especially in the face of ongoing changes and challenges in education.
It suggests that principals need to embrace transformational roles to navigate the complexities
brought about by globalization.
Preparation for Future Leadership. Acknowledging the need for training and preparation,
the study emphasizes that leaders, especially in public education, must be adequately equipped to
address the evolving crises in education, culture, healthcare, government, violence, and poverty.
Public Education Reform. Given the present challenges in public education, particularly
in urban school districts, the study underscores the urgency of prioritizing education reform. It
highlights the importance of effective leadership in addressing the deteriorating conditions in the
nation's educational system.
Scope and Limitations
Contextual Specificity: The study primarily focuses on the relationship between school leadership
style and teacher job satisfaction in public schools. The findings may not be universally applicable
across different educational contexts, such as private schools or alternative educational settings.
Temporal Constraints: The information presented draws heavily from Bennis's work in 2003. The
educational landscape has evolved since then, and contemporary factors influencing leadership
and job satisfaction might differ. The study's scope is limited to the context prevalent at the time
of Bennis's insights.
Leadership Styles Variation: The study acknowledges that each leader possesses distinctive
attributes, and success is contingent upon the context. However, it does not delve into a detailed
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analysis of specific leadership styles and their varying impacts on teacher job satisfaction. The
study might not comprehensively cover the diverse leadership styles present in different
educational institutions.
Generalization Challenges: While Bennis's insights provide valuable perspectives on leadership
qualities, the study assumes a somewhat generalized approach. Individual leaders may exhibit a
blend of various leadership qualities in different proportions, making it challenging to categorize
them into specific traits.
Limited Examination of Teacher Perspectives: The study emphasizes the importance of principals
exhibiting certain competencies, but it does not extensively explore the perspectives of teachers
regarding their job satisfaction. A more in-depth analysis of teacher experiences and perceptions
could provide a more holistic understanding.
Evolution of Educational Challenges: The study mentions upcoming crises in public education,
but it doesn't extensively address the dynamic nature of educational challenges. The rapidly
changing educational landscape, influenced by factors like technology and social issues, may
introduce new dimensions that are not thoroughly examined in the study.
Single-Source Insights: The study primarily relies on the perspectives of Bennis, providing a
single-source view on leadership and education. Incorporating a broader range of perspectives,
including more recent research findings and diverse viewpoints, could enhance the study's
comprehensiveness.
Cultural and Regional Variations: The study briefly touches on the challenges faced by leaders in
urban school districts but doesn't extensively explore cultural and regional variations that may
influence leadership styles and teacher job satisfaction. Different cultural and regional contexts
might require tailored leadership approaches.
Limited Examination of Transformational Leadership: The study suggests that principals are likely
to adopt a transformational leadership role but does not deeply explore the potential challenges
and variations associated with this leadership style. A more in-depth analysis of transformational
leadership in the context of education could provide valuable insights.
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Dependency on a Single Author's Perspective: The study heavily relies on Bennis's perspectives,
potentially limiting the diversity of viewpoints. Including a broader range of authors and scholars
in the discussion would contribute to a more comprehensive understanding of school leadership
and teacher job satisfaction.
Conceptual Framework
This conceptual framework outlines the core concepts, influencing factors, leadership
characteristics, and the role of transformational leadership in the context of investigating the
relationship between school leadership style and teacher job satisfaction in public schools. It
integrates insights from Bennis (2003) and Gardner (1990) to provide a comprehensive
understanding of the factors impacting leadership effectiveness and teacher satisfaction in the
educational context.
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Definition of Terms
Leadership Style: The approach, characteristics, and competencies employed by individuals in
leadership positions within educational institutions. This encompasses qualities such as vision,
integrity, coaching abilities, effective communication, problem-solving skills, engagement of
followers, self-confidence, honor, nobility, and adaptability to change.
Competencies in School Leadership: Essential skills and attributes highlighted by Bennis,
including the ability to engage followers, demonstrate self-confidence, maintain honor and
nobility, and adapt to change. These competencies significantly contribute to a principal's
effectiveness in playing a meaningful role in school leadership.
Self-Awareness in Leadership: The understanding and recognition of one's own skills,
capabilities, and limitations as a leader. Leaders, particularly principals, must possess
comprehensive self-awareness to anticipate and adapt to the diverse leadership qualities demanded
by varying contexts within educational settings.
Leadership Attributes: Unique qualities possessed by leaders that contribute to their success in
specific contexts. These attributes may include charisma, trustworthiness, loyalty, interpersonal
skills, empathy, honesty, and the ability to foster a team-oriented atmosphere.
Transformational Leadership: A leadership role that embraces change and chaos, particularly
relevant in the face of globalization and ongoing crises in public education. Leaders adopting a
transformational role are characterized by their ability to navigate obstacles, manage change, and
act as change agents for both personal growth and organizational development.
Change Agent: An individual, particularly in a leadership role, who actively initiates and manages
change within an organization or system. In the context of education, change agents play a crucial
role in responding to and addressing ongoing challenges in areas such as public education reform,
cultural shifts, healthcare, government, violence, and poverty.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Synthesis of the Reviewed Literature and Studies
The literature on leadership, particularly as applied to the role of principals in educational settings,
emphasizes a combination of essential competencies and personal qualities that contribute to
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effective leadership. Bennis (2003) underscores the significance of vision, integrity, and the ability
to guide a group towards shared objectives as foundational leadership attributes. Additionally, he
identifies crucial competencies, including engaging followers, demonstrating self-confidence,
maintaining honor and nobility, and adapting to change, which significantly enhance a principal's
effectiveness in school leadership. These competencies not only instill confidence among teachers
but also play a pivotal role in establishing connections within the local community.
Success in leadership, according to Bennis, hinges on elements such as reinvention, active
engagement with the world, and authentic expression of oneself. Self-awareness and the ability to
distinguish one's true self from external expectations are highlighted as essential aspects of
effective leadership. Bennis advocates for a balanced blend of logical, analytical, technical,
intuitive, conceptual, and artistic thinking, urging leaders, particularly principals, to be aware of
their skills, capabilities, and limitations in varying contexts.
Gardner (1990) adds to this discussion by emphasizing the uniqueness of leaders' attributes,
suggesting that success depends on the context in which leadership is exercised. Principals, in
particular, are urged to understand the distinct attributes and leadership qualities required for
favorable outcomes in different situations. The challenge lies in leveraging these qualities to
inspire and empower teachers in achieving established objectives.
Bennis further characterizes leadership as the art of persuasion, underscoring qualities like
charisma, trustworthiness, loyalty, interpersonal skills, empathy, honesty, and the ability to foster
a team-oriented atmosphere. In the educational context, this implies that principals must hone their
interpersonal skills, establish trust and loyalty, and create an environment conducive to growth and
improvement. Meeting teachers' aspirations for involvement in decision-making processes and
pursuing common goals is crucial for effective school leadership.
Looking ahead, Bennis acknowledges the challenges that future leaders, especially those in
education, will face due to ongoing crises in public education, culture, health care, government,
violence, and poverty. The need for transformational leadership to navigate constant change and
chaos is emphasized. Training and preparation are deemed essential for maintaining the status quo,
and the role of a change agent is seen as crucial for personal growth and organizational salvation.
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In conclusion, the reviewed literature provides a comprehensive understanding of the multifaceted
nature of effective leadership in educational settings. It highlights the importance of a combination
of competencies, personal qualities, and adaptability to varying contexts for successful leadership,
with a particular emphasis on the role of principals in fostering positive outcomes in schools.
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CHAPTER 3
METHODOLOGY
Research Design
As discussed in Section 1, factors influencing attrition on a nationwide scale may not align with
those directly impacting attrition in a particular school and its unique context. Consequently, it
becomes crucial to explore teachers' perspectives on attrition-related issues within their local
context to comprehend potential modifications that could mitigate elevated attrition rates.
Specifically, my investigation delved into the correlation between the leadership practices
implemented by school leaders and teachers' perceptions of those practices. The identified
themes encompassed leadership practices, perceived effectiveness of leadership styles, and selfreported levels of job satisfaction among teachers. This section elucidates the methodology,
detailing the specific research approach, study design, my role as a researcher, procedures for
data collection and analysis, as well as ethical and quality considerations. The design employed
allowed me to scrutinize teacher perceptions regarding leadership practices and job satisfaction
within the confines of the target school setting.
Methodologies in the Literature Used to Study This Problem
Research on teacher job satisfaction has encountered challenges in defining the concept.
Abdullah-Kanesan, Yiing, and Ling (2016) argue that understanding job satisfaction and
measuring it requires grasping the life domain or context in which it is discussed. Thus,
qualitative methods prove effective for exploring such complex issues. In the case of teacher job
satisfaction, the domain is identified as the school system and teachers' roles within it. However,
it is crucial to acknowledge that factors beyond the immediate school environment, such as
government policies, family situations, and health, can also impact teachers' job satisfaction
(Rauf et al., 2013). Despite these broader considerations, the studies under review primarily
emphasize educators' responses within the school setting as the defining characteristic of teacher
job satisfaction (Taliadorou & Pashiardis, 2015).
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Given the qualitative nature of job satisfaction, I employed a qualitative data collection and
analysis method in the form of a case study design. This design allowed for the integration of
live observations and transcripts into the analysis, following the coding and descriptive analysis
method outlined by Ermeling and Yarbo (2016). Their research highlighted collaboration as a
key factor influencing educators' job satisfaction, a finding supported by live observations. While
qualitative case studies have limitations, Ermeling and Yarbo (2016) acknowledged and
mitigated researcher bias, emphasizing the need for interventions with a broader community
foundation to address teacher turnover effects.
Another study by Hsieh (2015) also utilized a qualitative case study approach to examine
educators' intentions to remain in their positions based on job satisfaction levels. Professional
identity emerged as a primary factor influencing job satisfaction, with a particular focus on
proper orientation strategies to meet students' needs while minimizing stress and burnout
(Rashid, 2013). By prioritizing educators' needs at the start of employment, Hsieh (2015) found
higher retention rates.
In adopting a deductive approach, I relied on existing literature gathered in the literature review
as a basis for decision-making in this study. The qualitative case study design was chosen for its
effectiveness in providing in-depth analysis, considering one or more individuals and specific
teaching activities within the studied school and district (Creswell, 2014). This collective case
study aimed to obtain multiple perspectives on factors impacting teacher job satisfaction
(Creswell, 2013).
The overall focus of the case study was on teacher retention, understanding factors influencing
changes in job satisfaction and teachers' decisions to stay or leave. This approach aligns with
similar studies, such as Moseley et al. (2014), who used a case study design to explore the
relationship between teachers' perceived teaching efficacy and cultural efficacy in novice
teachers, identifying factors that could lead to teachers leaving the profession.
While alternative qualitative approaches like phenomenological, grounded theory, or
ethnographic designs exist, they were deemed inappropriate for this study. Phenomenological
studies focus on a specific phenomenon and use participants who have experienced it, making it
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more suitable for mixed-methods studies. Grounded theory aims to develop abstract theories,
which did not align with the specific and contextual causes for job satisfaction identified in this
study. Ethnographic approaches engage specific cultural groups, and while the study setting was
a natural one (the school environment), the participant group was diverse, making an
ethnographic approach unsuitable.
Research Respondent
I secured informed consent from the teachers intentionally chosen for the study. Employing a
one-on-one invitation approach ensured the confidentiality of participants' identities, even from
other potential participants. Given the purpose-driven sampling, each participant was
individually confirmed. Initial invitations were extended orally, followed by an email containing
IRB-approved study information for their review. Participants reaffirmed their decision to
participate, completed the required informed consent form, and were subsequently included in
the participant list.
The personal invitations included a brief discussion of the study's purpose and methodology.
Participants received a written description of the study process, a copy of the signed informed
consent form, and an invitation to ask any questions. The informed consent form outlined
associated benefits and risks, participants' roles and rights, and the utilization of collected data.
All 40 participants were aware, as stated in the consent form, that their involvement was
voluntary, and they had the freedom to withdraw at any time and for any reason.
Maintaining the confidentiality of participants' information is a crucial aspect of ethical research
practices. As emphasized by Creswell (2005), confidentiality entails not disclosing the identities
of study participants or data sources. In qualitative research, the potential for psychological or
social harm exists due to the lack of confidentiality, as opposed to physical harm (Merriam,
2009; Patton, 2002). Safeguarding methods include using pseudonyms and descriptors instead of
participants' names and ensuring that only the researcher transcribes information, preventing
access by others (Creswell, 2008). Throughout the study, participants were reminded that their
responses were entirely confidential, encouraging honest answers for a comprehensive
understanding of the issues.
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Participants volunteered for the study without receiving remuneration, and a policy of restricted
access to information was implemented. Data presentation avoided any identifying information,
using participant numbers (e.g., Participant 1, Participant 2) to protect confidentiality and
minimize the risk of breaches.
Efficient and consistent data collection processes are crucial in qualitative research, contributing
to validity and overall research success (Creswell, 2005). Primary data, collected firsthand for
the research purpose, holds high validity (Yin, 2003). In this study, primary data collection
involved one-on-one interviews (see Appendix C) to gather experiences, observations,
perceptions, and reflections from participating teachers, providing insight into their fundamental
attitudes.
Research Instrument
To ensure the accuracy and dependability of the data analysis, a qualitative software package
was utilized. Additionally, I employed member checking as a method to validate the precision of
the primary participant interviews, a practice endorsed by Bergold and Thomas (2012) in
qualitative research. Member checking involves providing participants with the chance to review
initial findings for accuracy. Each participant received a copy of the initial findings and had a
week to review, during which they confirmed the accuracy without pointing out any inaccuracies
or requesting adjustments.
Beyond member checking, I conducted an examination of the convergence and divergence of
various themes and concepts, involving the analysis of 50 different elements. This step was taken
to enhance the credibility and validity of the study results. Both analyses are detailed in the Data
Analysis Results section below. Specifically, the processes of convergence and divergence were
instrumental in facilitating the analytical coding process, as suggested by Merriam (2009) and
Smith & Osborn (2017).
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For example, when coding data related to Research Question 1 (the impact of leadership on
teacher job satisfaction), participant responses converged on the theme of leadership
communication failures. However, a hierarchical analysis revealed some divergence among
participants regarding the perceived outcomes of these communication failures. Some interpreted
the failures as evidence of unequal treatment (e.g., differing information for Arabic-speaking and
English-speaking teachers), while others saw them as an indication of leaders' disinterest in
involving teachers in decision-making. Such analyses were consistently employed throughout the
coding process to ensure the accuracy and credibility of the findings.
Sampling Method
Sampling is a research procedure where a specific number of elements is selected from a sampling
frame representing the potential elements in a given population (Campbell, 2011; Cooper &
Schindler, 2001). Sampling designs can be categorized as random or non-random (nonprobability),
with these being the primary typologies (Campbell, 2011; Yin, 2003). The significance of
sampling in research lies in its ability to identify participants for a study and establish
representativeness (Cooper & Schindler, 2001). In contrast to quantitative research, which aims
for statistical generalization from the chosen sample to the broader population, qualitative research
seeks insights from a selected sample regarding events, processes, or practices in a specific setting,
location, or context (Cooper & Schindler, 2001; Creswell, 2005).
For this study, a purposeful sampling method was employed. Purposeful sampling involves
selecting specific participants to best inform the understanding of the phenomenon under study
(Creswell, 2013). Given that qualitative studies with more than 20 participants are uncommon due
to factors such as time constraints and participants' availability (Gay, Mills, & Airasian, 2012), 15
members of the K-12 teaching staff were invited, and ultimately, 10 participants were included.
Rigor and trustworthiness are crucial in qualitative methods, necessitating the collection of thick,
rich data (Onwuegbuzie & Leech, 2010).
The first 10 invitees who completed the consent documents were chosen as participants. Although
narrative inquiries focus on inductive investigation rather than generalizations, the results from
such studies may still inform related procedures and policies, allowing for a degree of
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generalization. Consequently, it is essential to have a sample that encompasses diverse elements
within the overall teacher population (Reissman, 2008).
Participation in this study was limited to teachers from the selected grade levels at the target school.
While demographic variables did not influence the selection of participants, they were included in
the data collected to aid in descriptive analysis and provide a broader understanding of how teacher
job satisfaction was distributed across various demographic factors. The interview protocol
encompassed inquiries about the participants' years of experience in the teaching profession and
the duration of their association with the current principal.
Data Gathering Procedure
Interview Data
According to Creswell (2013), interviews are identified as a highly effective method for gathering
qualitative data. From 48 invitation responses, I chose 10 participants for the study. These
individuals were subjected to one-on-one interviews, focusing specifically on the leadership styles
they perceived in their workplace. As recommended by Creswell (2013), the interview questions
revolved around two key concepts: the impact of school leadership on participants' job satisfaction
and the contextual factors influencing their job satisfaction.
In Appendix C, you can find the interview script and questions used in the study. The interviews
with teachers had an average duration of 45 to 60 minutes and were conducted at the Curriculum
Resource Center (3rd floor) and the library of the target school. Recordings of the interviews were
transcribed for analysis, ensuring the complete anonymity of the participants. While I had no prior
personal or professional interactions with the participants, some inherent biases and experiences
might have influenced the project.
The interview process involved a bilateral conversation, with questions aimed at collecting data
and understanding the perspectives, opinions, beliefs, ideas, and behaviors of the participants. To
accommodate all participants, interviews were scheduled at mutually convenient times and
locations, including the library, education resource rooms, and off-campus sites. Immediate
transcription of the interviews took place, following a question-by-question format to capture each
participant's responses comprehensively. Field notes, along with observations of participant
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reactions, verbal and non-verbal cues, and natural behavior patterns, were included in the
transcripts. An anecdotal approach was employed to accurately document participants' exact words
and specific incidents, whether brief or extended.
Data Analysis
To successfully conduct this study and achieve research objectives, it is crucial to analyze the
collected data effectively. Merriam (2009) defines data analysis as the process of making sense
out of data, involving consolidation, reduction, and interpretation of what participants have
communicated and what the researcher has observed and read—ultimately creating meaning.
Descriptive coding was employed in this study to identify emerging issues and concepts from each
interview, serving as foundational elements to uncover themes and sub-themes related to the
literature review.
The initial steps involved coding, with analytical coding, as described by Merriam (2009),
extending beyond mere description to involve interpretation and reflection on meaning. This
multilayered analysis scrutinized information within various codes or themes. The combined use
of descriptive and analytical coding extracted relevant subject matter from teachers, enabling a
comparison with existing theories and literature to comprehend factors influencing teacher
satisfaction.
Narrative analysis, specifically thematic analysis based on analytic coding, was utilized in this
study. The coding process revealed themes and concepts within participant responses, interpreted
through the lens of existing literature. Codes and themes represented consistent expressions across
study participants, serving as an inventory of collected data. After conducting interviews, all
entries were transcribed, coded, and designated for easy identification and retrieval. Personal
observation notes (refer to Appendix D) also contributed to the data analysis.
Drawing on prior research expectations, general themes impacting job satisfaction, such as
compensation, external forces, school culture, in-service training, motivation to teach, and
emotional issues, were anticipated. However, the data collected directed the identification of
themes and concepts influencing job satisfaction. The research questions primarily focused on
school culture and the teacher-administrator relationship, forming the core of data analysis in this
study.
22
The qualitative analysis software NVivo 12 was employed to code transcripts and observational
notes, aiding in the identification of recurring themes and concepts from interviews. This software
facilitated comparisons between participants and groups, such as teachers of different grades or
subjects, enhancing the researcher's understanding of the collected data.
Ethical Considerations
The primary ethical principle governing research studies is the imperative to prevent harm to
participants or anyone associated with the study, either physically or emotionally (Creswell, 2005).
This principle served as a fundamental guide throughout all stages of the research processes.
Adherence to this principle was complemented by a commitment to fulfill legal requirements tied
to the research endeavors for proper validation. Consequently, I sought and adhered to the
Institutional Review Board (IRB) of Walden University, obtaining legal authorization to conduct
the study and interviews (Approval # 12-18-18-0524850). Additionally, securing access involved
obtaining permission from relevant organizations, such as the school serving as the research site,
which was duly granted. Detailed information on the research, its purely educational purposes,
and any associated benefits or risks, if applicable, were included in the Walden IRB submissions
(Merriam, 2009; Smith & Osborn, 2017).
The concept of integrity plays a crucial role in ethical conduct. Actions such as expressing a
personal agenda, manipulating or falsifying notes, altering questionnaire results, or biasing data
analysis to achieve a favorable outcome are considered forms of misconduct (Merriam, 2009;
Patton, 2002; Smith & Osborn, 2017). To ensure ethical standards, comprehensive and accurate
notes were maintained for all research activities. These notes were dated, initialed by the
researcher, and securely stored on a personal password-protected computer. All materials utilized
in the study were meticulously indexed to indicate their source and acquisition time (Creswell,
2005; Patton, 2002).
1
TIME CHART
YEAR
2023-2024
PREPARATION PHASE
•
Literature
Review
•
Development of
Research Tools
•
Ethical
Approvals
and
Permissions
Pilot study
Data collection phase
Data Analysis
Phase
Reporting Phase
Finalization Phase
Nov
Dec
Jan
Feb
Mar
Apr
May
June
July
Aug
Sept
Oct
Nov
Dec
2023
2023
2024
2024
2024
2024
2024
2024
2024
2024
2024
2024
2024
2024
2
Dissemination
Phase
BUDGET PLAN
ITEMS
ESTIMATED COSTS
PERSONNEL COSTS
•
Research Assistant Salary
•
Data Analyst
13,000.00
MATERIALS AND SUPPLIES
•
Stationery (printing, photocopying, etc.)
•
Digital recording devices for interviews
15, 000.00
TRAVEL AND FIELD EXPENSES
•
Transportation (field visits, interviews)
•
Accommodation (if necessary)
12,000.00
DATA COLLECTION AND PROCESSING
•
Survey distribution tools (online platform subscription)
•
Software for data analysis
20, 000.00
COMMUNICATION AND UTILITIES
Phone calls and other communication
3,000.00
3
MISCELLANEOUS AND CONTINGENCIES
6,000.00
PUBLICATION AND DISSEMINATION
•
Report printing and binding
•
Conference/presentation expenses
TOTAL:
6,500.00
75, 500.00
1
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12
SURVEY QUESTIONNAIRE
TO THE PARTICIPANTS:
This segment of the study concentrates on the topic of school leadership. It is crucial to gain
insight into the leadership styles you have encountered within this school and your perceptions of
the leadership dynamics. Please rest assured that your responses will be treated with complete
confidentiality, and none of your answers will be disclosed to anyone in the administration,
except in the form of a collective summary response.
I will present a set of definitions outlining different types of leaders. I will then ask you to
identify the leadership style demonstrated by your school leader. Additionally, I'll inquire about
your sentiments regarding this leadership style and request specific instances where you believe
the school leaders exhibited this type of leadership. The sequence of introducing various
leadership styles may vary, but distinct cards, each clearly defining one style, will be displayed.
The styles include situational leader, transformational leader, transactional leader, autocratic
leader, participative leader, charismatic leader, and servant leader.
For each style, please provide insights into the following:
1. How do you believe this style of leadership impacts job satisfaction?
2. Can you share a particular example or incident you have encountered while working under this
type of leader?
Truly yours;
Yza Grace Delima
Researcher
Instructions:
Once all the leader styles are reviewed, additional questions (the definition cards laid out
where the participant can see all of them):
13
1. Which kind of leadership best matches the style of your current school
administrators and leaders?
2. Of all these types of leaders, please place these cards in your order of
preference from the one that you believe will most improve job satisfaction to
the one you believe would most negatively impact job satisfaction.
3. Explain why you put them in this order.
4. In what ways do you think job satisfaction and teacher attrition in general
would change if your leader demonstrated your most preferred style?
5. In what ways do you think job satisfaction and teacher attrition in general
would change if the leadership style you least preferred last was demonstrated
by your principal?
6. What one or two things could your current leader change in their leadership
style that would help increase either your job satisfaction or teacher attrition at
your school?
7. What are your perceptions about how leadership style affects teacher attrition?
8. What are your perceptions about how job satisfaction affects teacher attrition?
9. What one or two changes do you think could be made to this school that
would reduce teacher attrition?
10. Finally, I would like to get some personal data on your teaching career here in
the middle east:
How many years of teaching experience do you have?
What is the location of your teaching assignment?131
What is your highest college degree?
What is your nationality?