This mixed model study analyzed the relationship between school climate and teachers’ intentions to remain in their current position, teacher job satisfaction, and teacher absenteeism. All participants completed the Organizational Climate Description Questionnaire, Job Satisfaction Survey, and a personal questionnaire. Among elementary educators, significant negative relationships existed between restrictive principal behavior and disengaged teacher behavior and job satisfaction. Among middle school educators, a significant negative relation existed between restrictive principal behavior and teacher job satisfaction, and significant positive relationship existed between supportive principal behavior and teacher job satisfaction. This study led to a recommendation to focus on both teacher-principal and teacher-teacher relationships to improve job satisfaction among educators.
|Advisor:||Taylor, Tandy M., Paul, Holly|
|Commitee:||Christman, Ricky A., Patterson, Alice E., Paul, Holly, Taylor, Tandy M.|
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 80/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Occupational psychology|
|Keywords:||Intentions to remain, School climate, Teacher absenteeism, Teacher attrition, Teacher job satisfaction, Teacher retention|
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