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District Office Leadership Practices' Impact on Principal Job Satisfaction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	District Office Leadership Practices' Impact on Principal Job Satisfaction./
Author:	Curcio, Lea.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780438122581

District Office Leadership Practices' Impact on Principal Job Satisfaction.
Curcio, Lea.

District Office Leadership Practices' Impact on Principal Job Satisfaction. - 1 online resource (163 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--University of La Verne, 2018.

Includes bibliographical references

Problem. The demands of the principalship have become overwhelming for school principals and have contributed to job dissatisfaction. The expectations and pressure for schools to demonstrate positive learning outcomes require principals to be highly skilled and motivated. Since principal performance is directly affected by their job satisfaction, district offices would benefit from understanding how district directors' leadership practices influence the job satisfaction of principals and which supports are the most impactful.

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

Mode of access: World Wide Web

ISBN: 9780438122581Subjects--Topical Terms:

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

554714
Electronic books.

District Office Leadership Practices' Impact on Principal Job Satisfaction.
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100 1 $a Curcio, Lea. $3 1194408
245 1 0 $a District Office Leadership Practices' Impact on Principal Job Satisfaction.
264 0 $c 2018
300 $a 1 online resource (163 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Lu Liu.
502 $a Thesis (Ed.D.)--University of La Verne, 2018.
504 $a Includes bibliographical references
520 $a Problem. The demands of the principalship have become overwhelming for school principals and have contributed to job dissatisfaction. The expectations and pressure for schools to demonstrate positive learning outcomes require principals to be highly skilled and motivated. Since principal performance is directly affected by their job satisfaction, district offices would benefit from understanding how district directors' leadership practices influence the job satisfaction of principals and which supports are the most impactful.
520 $a Purpose. The purpose of this qualitative case study was to explore how district directors' leadership behaviors, as aligned to Kouzes and Posner's (2012) 5 practices of exemplary leadership, influence principals' job satisfaction from the perspective of principals from small to midsized San Diego County school districts in kindergarten through 8th-grade Southern California schools.
520 $a Methodology. This qualitative single case study focused on a semistructured interview and a public district document review to explore from the principal's perspective district office directors' leadership behaviors and practices that influence principal job satisfaction and identify impactful supports.
520 $a Findings. The analysis of the findings resulted in 6 themes and 14 subthemes that described, from principals' perspectives, leadership behaviors and practices of district office directors that align with Kouzes and Posner's 5 practices of exemplary and what support provided positively influenced principal job satisfaction.
520 $a Conclusions. When district office directors lead in a manner that is responsive, supportive, and encouraging, it fosters positive relationships and higher levels of job satisfaction among site principals. By improving working conditions of site principals, district leaders are minimizing principal turnover and increasing principals' effectiveness.
520 $a Recommendations. District directors should be available and responsive to principal needs engaging in collaboration and problem solving. They should create an environment that allows for frequent communication and input, and provide personalized coaching for principals on topics of their choice. Districts should create systems that formalize these supports.
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
650 4 $a Educational evaluation. $3 555501
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0443
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of La Verne. $b LaFetra College of Education. $3 1181669
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810177 $z click for full text (PQDT)