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The Investigation of the Relationships Between Teacher Job Satisfaction and Retention and Green's Four-dimensional Model of Educational Leadership.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Investigation of the Relationships Between Teacher Job Satisfaction and Retention and Green's Four-dimensional Model of Educational Leadership./
作者:	Farris, Susan Locker.
面頁冊數:	1 online resource (113 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355983951

The Investigation of the Relationships Between Teacher Job Satisfaction and Retention and Green's Four-dimensional Model of Educational Leadership.
Farris, Susan Locker.

The Investigation of the Relationships Between Teacher Job Satisfaction and Retention and Green's Four-dimensional Model of Educational Leadership. - 1 online resource (113 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2018.

Includes bibliographical references

The purpose of this study was to investigate relationships between teachers' perceptions of their schools' implementation of Green's four-dimensional model of educational leadership, their level of satisfaction with their schools as "a good place to work and learn" and their intent to remain professionally employed there. Represented by responses to twenty items selected from the 2013 state-wide administration of the Teaching, Empowering, Leading, and Learning survey in Tennessee (TELL Tennessee), school-level means at 248 high schools were obtained for each of four five-item scales that were intended to measure each dimension of Green's model. Along with a grand mean computed across all twenty items and denoting a school's overall implementation of the model, school-level indices were also computed for the mean level of satisfaction that the respondents expressed as well as for the percent of respondents who indicated their intention to keep working at the same school the following year.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355983951Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Investigation of the Relationships Between Teacher Job Satisfaction and Retention and Green's Four-dimensional Model of Educational Leadership.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Reginald L. Green.
502 $a Thesis (Ed.D.)--The University of Memphis, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate relationships between teachers' perceptions of their schools' implementation of Green's four-dimensional model of educational leadership, their level of satisfaction with their schools as "a good place to work and learn" and their intent to remain professionally employed there. Represented by responses to twenty items selected from the 2013 state-wide administration of the Teaching, Empowering, Leading, and Learning survey in Tennessee (TELL Tennessee), school-level means at 248 high schools were obtained for each of four five-item scales that were intended to measure each dimension of Green's model. Along with a grand mean computed across all twenty items and denoting a school's overall implementation of the model, school-level indices were also computed for the mean level of satisfaction that the respondents expressed as well as for the percent of respondents who indicated their intention to keep working at the same school the following year.
520 $a After merging all of these data with covariates pertinent to student and faculty characteristics, five sets of two hierarchical multiple regressions were conducted to determine the effect of model implementation on each outcome. Across all ten regressions, higher scores on Green's four-dimensional model of educational leadership proved to be systematically related both to higher percentages of faculty intending to remain at the school and to higher levels of satisfaction with the school as "a good place to work and learn." While demographic variables pertinent to faculty appeared to have no relationship to either of the two outcomes, the percent of minority students at the school evidenced consistently negative associations with them both. Although the school-wide percent of students on free and reduced lunch was also systematically negatively linked to teacher satisfaction, this was not to the case for teacher retention.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Memphis. $b Leadership & Policy Studies. $3 1188152
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