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dc.contributor.advisorWatson, Robert Lewiseng
dc.contributor.authorCaffey, Randy D.eng
dc.date.issued2012eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2012).eng
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.eng
dc.descriptionDissertation advisor: Dr. Robert Watsoneng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri-Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description"May 2012"eng
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.eng
dc.format.extentix, 137 pageseng
dc.identifier.oclc872568888eng
dc.identifier.otherCaffeyR-042312-D693eng
dc.identifier.urihttp://hdl.handle.net/10355/14981eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subjectteacher attritioneng
dc.subjectteacher retentioneng
dc.subjectjob satisfactioneng
dc.subjectservant leadershipeng
dc.titleThe relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stayeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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