Challenging Leadership Leadership and the Performing School Leadership in Educational Studies Research and Researching Theory and Theorizing Preparing and Preparation Headteachers and Principals Teachers in the Middle Teachers and Students Teachers as Professionals

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Leaders and leadership in education

The main purpose of this study was to map school leaders’ perceptions concerning the cooperation of the leadership team, the distribution of leadership functions and participative decision‐making, and to asses their relative weight in terms of predicting school leaders’ job satisfaction. Also, the effect of demographical and structural school variables (i.e. seniority, job experience, school size, size of the leadership team, school type) on school leaders’ job satisfaction was examined. A sample of 130 school leaders of 46 large secondary schools completed a self‐report questionnaire. The study results indicated that school leaders are highly satisfied with their job. Multiple regression analysis revealed that job satisfaction was significantly related to the cooperation of the leadership team and the school type. The amount of formal distribution of leadership functions and participative decision‐making of teachers in the school policy did not have a significant influence on school leaders’ job satisfac...

Exploring the link between distributed leadership and job satisfaction of school leaders

This study attempted to explore Turkish headteachers’ and teachers’ burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers’ and teachers’ burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of 290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBI), were used to measure dimensions of headteachers’ and teachers’ burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others.

An analysis of burnout and job satisfaction between Turkish headteachers and teachers

The purpose of the current study was to unearth subjective interpretations of women principals concerning job satisfaction and dissatisfaction in their career and to examine whether their interpretations differ from common, ‘androgynous’ constructions of job satisfaction developed outside the field of education but that constitute the basis on which principal job satisfaction has been examined in past research. Based on 15 Israeli women principals’ accounts, job satisfaction is constructed in a negative sense, even as endangering to the principal’s career success, while job dissatisfaction is perceived to be vital for effective principals. The latter is connected to high task accomplishment, innovativeness and critical reflection. Empirical suggestions for further research are provided.

Women principals’ conceptions of job satisfaction and dissatisfaction: an alternative view?

A life in the day of a headteacher: a study of practice and well-being

Questions research from a number of countries which suggests that following an initial high level of job satisfaction, headteachers experience a diminution of job satisfaction over time‐in‐post. Using a grounded theory approach based on interviews with 39 secondary headteachers in the North East of the UK, identifies a number of satisfiers and dissatisfiers , an analysis of which indicates that while there is an initial high level of satisfaction, this would appear to dip before rising once again. Focuses mainly on the satisfiers and dissatisfiers experienced by the headteachers according to the time they have been in post. Explains in a detailed examination, the pattern indicates the need for support of headteachers in mid‐career if we are to avoid the loss of experienced staff as a result of early retirement.

The secondary headteacher and time‐in‐post: a study of job satisfaction

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The secondary headteacher and time‐in‐post: a study of job satisfaction