Job Satisfaction of Iowa Public School Principals

Sodoma, Boris; Else, David

doi:10.35608/ruraled.v31i1.438

Cited by 9 publications

(6 citation statements)

References 67 publications

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“…Evidence has shown that work experience, not age, influences the job satisfaction of principals (Darmody and Smyth, 2016; Liu and Bellibas, 2018). Sodoma and Else (2009) identified that principals with less experience demonstrated more challenges and lower senses of accomplishment when leading their schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data

Chen

Bellibaş

Gümüş

2023

JEA

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PurposeThe research aimed to examine the effects of school climate (school violence and community engagement) and resources (staff shortages and resource shortages) on job satisfaction mediated by the workload stress of school principals, using pooled data from 47 jurisdictions around the world.Design/methodology/approachThis study employed a rigorous secondary analysis of principal job satisfaction using the Teaching and Learning International Survey (TALIS) 2018 dataset. The mediation analysis of structural equation modeling (SEM) performed using STATA software established a structured model by controlling region-fixed effect, principal demographic and school contextual characteristics.FindingsThis study established a model detailing the associations between school climate and resources and principal job satisfaction mediated by workload stress.Originality/valueGiven the crucial role of a school principal in leading school survival and success, this study may provide one timely method to enhance job satisfaction and performance of principals during a period of constant change marked by increasing job demands.

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Section: Literature Reviewmentioning

confidence: 99%

Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data

Chen

Bellibaş

Gümüş

2023

JEA

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“…Prior research attempted to identify factors that influenced the satisfaction level among school heads. Personal variables like age, gender and experience (Darmody & Smyth, 2016;Sodoma & Else, 2009) and workload (Bauer & Brazer, 2013;Chang et al, 2015;Pollock et al, 2014) had a varied influence on job satisfaction. Also, the rising job demands and job expectations had consequences for job stress (Chang, Leach & Anderman, 2015) and significantly influenced the health and wellbeing of school heads (Darmody & Smyth, 2016;Pollock et al, 2014).…”

Section: Job Satisfactionmentioning

confidence: 99%

Practices, Personal and School Factors That Influenced School Heads’ Job Stress and Satisfaction

Bedi¹,

Kukemelk²,

Bardone³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction. Quantitative research design and purposive sampling method were employed to sample school heads from senior high schools. Data was collected using a self-reported survey questionnaire and was analysed using exploratory, confirmatory and regression analysis to explore the relationships. In the results a high proportion of school heads are satisfied but feel stressed about their job and age, type of school, experience, position and practices performed, had a varied influence on job stress and job satisfaction. The authors advised on building the capacity of school heads in improving their health and performance.</p>

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“…Job satisfaction refers to all of the different positive or negative feelings that an employee experiences in relation to his or her job (Federici and Skaalvik, 2012;Darmody and Smyth, 2016). Empirical studies suggest that systematic efforts to research the job satisfaction of public school principals are scarce; yet, this lack of knowledge of the extent of their satisfaction might make it more difficult to overcome barriers to the adoption of EDRs (Sodoma and Else, 2009). There are empirical indications, however, that principals' satisfaction has decreased in recent years due to complex working conditions and to changing school contexts and climates (Darmody and Smyth, 2016).…”

Section: Ijem 323mentioning

confidence: 99%

Factors affecting principals’ adoption of and satisfaction with market-driven externally developed reforms

Schwabsky¹

2018

IJEM

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Purpose -The purpose of this paper is to explore the motives, opportunities, and threats associated with the adoption of market-driven externally developed reforms (EDRs) as well as how these motivator factors, combined with background variables, account for school principals' satisfaction with EDR adoption. Design/methodology/approach -Principals from 208 Israeli schools (grades 1-9) completed anonymous self-report questionnaires about the factors motivating their decision to implement EDRs and their satisfaction with these reform programmes in their schools. Validity and reliability tests, bivariate correlations and Pearson tests, paired t-tests, and a step-by-step multiple regression analysis were performed to examine the associations between the independent variables (individual and institutional variables, and motives, opportunities, and threats), and principals' satisfaction with aspects of the EDRs. Findings -Participants reported opportunities in the areas of pedagogy, learning excellence, teacher growth, and school climate. Threats were moderate-low and related to school faculty resistance, principals' dependence on stakeholders, and difficulties in implementing EDRs. Of the political and the pedagogic motives, the latter was the sole motive associated with principals' satisfaction with the EDRs. Findings fit within Herzberg's two-factor theory and Festinger's cognitive dissonance theory. Originality/value -Studies on the factors motivating adoption of EDRs are scarce; this is the first to explore motivators' effects on principals' satisfaction. It is likely to help principals and decision makers in educational institutions construe the varied factors that affect the adoption of EDRs from senior officials' viewpoints. Understanding these factors is highly important to the field worldwide because of the growing need to adopt EDRs.

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Job Satisfaction of Iowa Public School Principals

Cited by 9 publications

References 67 publications

Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data

Impact of school climate and resources on principal workload stress and job satisfaction: multinational evidence from TALIS 2018 data

Practices, Personal and School Factors That Influenced School Heads’ Job Stress and Satisfaction

Factors affecting principals’ adoption of and satisfaction with market-driven externally developed reforms

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