Date of Award

Spring 2005

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum, Instruction, and Leadership

First Advisor

Randy Parker

Abstract

This study examined the relationship between School Performance Scores (SPS) and job satisfaction of principals in Louisiana. The sample consisted of 1328 elementary, middle, high, and PK–12 public school principals in the State of Louisiana. Participants were asked to complete the Short-Form Minnesota Satisfaction Questionnaire (MSQ) via the Internet, with responses being submitted to a secure server. In addition to the MSQ, three demographic questions and three open-ended response questions were asked. The data were analyzed using a one-way Analysis of Variance (ANOVA). Statistical analysis revealed no significant differences in intrinsic, extrinsic, and general satisfaction levels with regard to the variables of (a) gender, (b) size of school, (c) type of school, (d) highest degree earned, or (e) SPS label. However, results of a stepwise multiple regression did reveal a significant relationship between general job satisfaction scores and the variables of (a) intrinsic job satisfaction, (b) extrinsic job satisfaction, (c) SPS label, and (d) type of school. Additional findings indicated that principals felt that a combination of time management, the amount of paper work, and instructional leader versus manager was the greatest challenge in their roles as principal. In addition, 64.0% of the principals stated specifically that the students themselves and the opportunity to work with those students were the most satisfying parts of their job.

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