The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay

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The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14981

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dc.contributor.advisor Watson, Robert Lewis en_US
dc.contributor.author Caffey, Randy D.
dc.date.accessioned 2012-08-28T17:16:14Z
dc.date.available 2012-08-28T17:16:14Z
dc.date.issued 2012
dc.date.submitted 2012 Spring en_US
dc.identifier.other CaffeyR-042312-D693
dc.identifier.uri http://hdl.handle.net/10355/14981
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2012). en_US
dc.description The 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.description Dissertation advisor: Dr. Robert Watson en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Ed. D. University of Missouri-Columbia 2012. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description "May 2012" en_US
dc.description.abstract There 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.extent ix, 137 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2012 Freely available dissertations (MU) en_US
dc.subject teacher attrition en_US
dc.subject teacher retention en_US
dc.subject job satisfaction en_US
dc.subject servant leadership en_US
dc.title The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertations


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