Pay satisfaction was assessed according to different facets (pay level, benefits, pay structure, and pay raises) and potential referent groups (teachers and elementary school principals) for a random sample of male elementary school principals. A structural model approach was used that considers facets of the pay process, potential others as significant referent sources, and actual pay received by male elementary school principals. All facets were found to be important; significant others who were found to be important were teachers, as well as other elementary school principals within the school district. The overarching finding was that relative pay, rather than pay rate, is the better predictor of pay satisfaction.

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Background: Studies addressing pay discrimination for females in education have relied on main effect regression models, mostly examining amount (intercept values) rather than rate of pay (slope coefficients). Purpose:The purpose is to determine if organizational characteristics and human capital endowments purported to influence pay are facially neutral (amount of pay) or have a disproportional impact (rate of pay) for female middle school principals. Setting: The population is all California public middle school principals, who are stratified by sex and randomly selected through a sampling process that includes only a single principal from any school district. Research Design: A hierarchical regression design is used to assess main effects for organizational characteristics and human capital variables (amount) and interaction effects (rate) of these variables and a residual effect for sex.

Standards-based student achievement scores are used to assess the effectiveness of public education and to have important implications regarding school public relations and human resource practices. Often overlooked is that these scores may be moderated by the characteristics of students, the qualifications of principals, and the restraints imposed on elementary schools. To assess this potential, 480 elementary school buildings were sampled at random, and achievement scores were regressed on these potential moderators. Results indicate that achievement scores are influenced by the socioeconomic status of students, the percentage of English-language learners, building enrollment, and per-pupil expenditure. These findings are discussed from a school public relations perspective as well as from a human resources perspective.