During the 21st century schools are facing a teacher turnover problem and decreasing teacher turnover has become an important issue for school leaders worldwide. The purpose of this qualitative single case study was to explore teachers' perceptions of principal's behaviors that impact job satisfaction and job turnover intention decisions in an international school setting. Open-ended interview questions were used to gamer information from 15 instructional teachers at an American international school in the United Arab Emirates. Archival data consisting of student achievement scores and teacher attendance records were also collected. Data collected from the interviews and archival documents were coded and analyzed using Dedoose. Results related to teacher turnover intention demonstrated that numerous principal behaviors impacted teacher turnover. Teachers reported desiring a principal who was a resource provider, supportive, professional, good communicator, good evaluator, approachable, developer of staff instructional staff, and promoter of a collaborative and positive school culture. From the data, the following themes were identified as important in teacher turnover decisions: supportive leadership, school culture (the environment, values, and practices of the school), inclusive leadership, and salary package. The results of the study related to teachers' job satisfaction also demonstrated that numerous principal behaviors did indeed impact teacher job satisfaction. The participants reported desiring principals who treated them professionally, included them in decision making, trusted them, provided subjective evaluations and appropriate professional development, resources, and created and maintained a positive work environment for all. Based on participant responses the following themes were identified as influential in job satisfaction: supportive leadership, organizational factors (e.g., school environment, working conditions, and colleague support), and salary package. The findings from the study provide information for current and aspiring principals that may be helpful in future applications in American international schools. Recommendations for practice included the facilitation of principal behaviors that teachers viewed as essential to support them. It was suggested that principals' training programs focus strategies to develop positive and supportive environments in order to address teachers' needs and increase job satisfaction. Future studies might also include both principals and teachers perspectives to allow for an examination of discrepancies between teachers and principals' views.
|School Location:||United States -- Arizona|
|Source:||DAI-A 75/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Management|
|Keywords:||American international schools, Instructional, Principal behaviors, Teacher job satisfaction, Teacher turnover|
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