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dc.contributor.advisorWatson, Robert Lewisen_US
dc.contributor.authorCaffey, Randy D.
dc.date.issued2012
dc.date.submitted2012 Springen_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2012).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Robert Watsonen_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionEd. D. University of Missouri-Columbia 2012.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description"May 2012"en_US
dc.description.abstractThere has been an ever increasing percentage of beginning teachers who leave the teaching profession within the first five years. The overall purpose of this study was to gain insight into servant leadership characteristics and the impact on new teacher retention. The researcher implemented quantitative research methods to investigate the relationship between servant leadership of principals and beginning teacher's job satisfaction and intent to stay. Data was gathered via two surveys to collect data on beginning teacher perception of servant leadership characteristics displayed by their principal and servant leadership traits which contribute to beginning teacher job satisfaction and intent to stay. Participants included beginning teachers currently employed in south-central Missouri. For this study, a random sample was collected from beginning teachers with five years teaching experience or less. The participants included Missouri certified teachers at various grade levels and areas of certification. The study yielded a high rate of response from survey participants. Data analysis revealed a positive perception by beginning teachers of their principals' servant leadership characteristics. Correlations showed a statistically significant, positive relationship between servant leadership and beginning teacher job satisfaction. In addition, correlations showed a statistically significant, positive relationship between servant leadership and beginning teacher intent to stay. This study has implications for public school administration by highlighting servant leadership characteristics including empowerment, vision, agapao love, and humility.en_US
dc.format.extentix, 137 pagesen_US
dc.identifier.otherCaffeyR-042312-D693
dc.identifier.urihttp://hdl.handle.net/10355/14981
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2012 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertations
dc.subjectteacher attritionen_US
dc.subjectteacher retentionen_US
dc.subjectjob satisfactionen_US
dc.subjectservant leadershipen_US
dc.titleThe relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stayen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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