Teachers’ job satisfaction in the United States has declined since 1988 with principals’ communications cited as a reason. This two-phase qualitative descriptive case study used exponential nondiscriminative snowball sampling, a questionnaire, and interviews to investigate the influence of principals’ communications on experienced teachers’ job satisfaction in Houston, Texas. The motivating language scale, critical incident technique, motivating language theory, and Yin’s 5-step model framed the study. Results indicated a principal’s communication—especially tone and context of dissemination—may influence and motivate experienced teachers, and affect their performance, retention, and job satisfaction. Combining direction giving, empathetic, and meaning-making languages to influence job satisfaction was a positive predicted outcome, and illustrated as a circular flow of communication involving motivating language constructs where the principal and the teacher are interconnected and interwoven explicitly and implicitly for the purpose of generating successful students and increasing the inherent value of the teacher. The study could be replicated with more participants; more school districts; with secondary teachers; and as a longitudinal study of principals’ dispositions about teachers’ job satisfaction.
|Advisor:||Branson, Kristi J.|
|Department:||Organizational Development and Leadership|
|School Location:||United States -- Colorado|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Organization Theory, Educational leadership, Communication|
|Keywords:||Job satisfaction, Motivating Language Theory, School principal communication, Teacher perception, Critical Incident Technique, Empathetic language|
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