Principal leadership and teacher motivation in secondary schools

Philip Wayne Pennington, Tennessee State University

Abstract

The purpose of the study was to ascertain the relationship between teachers' perceptions of the principals' leadership style and teacher motivation. Two questionnaires, the Leader Behavior Description Questionnaire and the Minnesota Satisfaction Questionnaire, were administered to teachers of five randomly selected Middle Tennessee County public secondary schools.^ Findings and conclusions. (1) Significant relationships were found at the.001 between teacher motivation and the perceived leadership style of the principal. Teacher motivation subscales, intrinsic, extrinsic, and general satisfaction, were negatively correlated to each of the two leadership subscales, initiating structure and consideration behavior. Teachers in schools with principals who demonstrated low levels of initiating structure and consideration behavior were negatively correlated with teachers who demonstrated high motivation in intrinsic, extrinsic, and general satisfaction. (2) The independent variable of gender indicated no significant difference between the groups in teachers' intrinsic, extrinsic, and general satisfaction. (3) The independent variable of age indicated no significant difference within the groups' in teachers' intrinsic and general satisfaction. However, there was a significant difference in the extrinsic subscale for teachers aged 26 to 45, and 46 to 65 years. Only seven teachers aged 25 and under responded, and so was too small for valid comparison. (4) The independent variable of length of teaching experience indicated no significant difference with groups in teachers' intrinsic and general satisfaction. However, there was a significant difference in the extrinsic subscale, for teachers with 1 to 12 years experience and 13 to 18 years experience. (5) The independent variable of race indicated no significant difference between groups in teachers' intrinsic and general satisfaction. However, there was a significant difference in the extrinsic subscale, particularly for Black teachers. The research should aid and encourage principals to display high levels of both initiating structure and consideration behavior of leadership styles. Additionally, the research should assist principals and teachers to recognize and increase the levels of intrinsic, extrinsic, and general satisfaction. ^

Subject Area

Education, Administration|Education, Secondary|Psychology, Industrial

Recommended Citation

Philip Wayne Pennington, "Principal leadership and teacher motivation in secondary schools" (1997). ETD Collection for Tennessee State University. Paper AAI9806348.
http://digitalscholarship.tnstate.edu/dissertations/AAI9806348

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