Date of Award
2012
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Daniel Gutmore, Ph. D.
Committee Member
Elaine M. Walker, Ph.D.
Committee Member
Denise M. Torma, Ed.D
Keywords
Education, Transformational leadership practices, Teachers, Job satisfaction, Organizational commitment
Abstract
Based on Bass and Riggio's (2006) Augmentation Model of Transactional and Transformational Leadership, this quantitative study sought to identify the amount of variance in teacher job satisfaction and organizational commitment that can be explained by principals' transformational leadership behaviors, above and beyond the influence of transactional behaviors. 156 teachers in five Pennsylvania high schoo Is were surveyed about their job satisfaction and organizational commitment, and about the leadership behaviors in which their principals engaged. The researcher then used hierarchical linear modeling to test Bass and Riggio's (2006) Model within this sample group. The results of this study provide researchers with a replicable method with which to examine Bass and Riggio's (2006) Augmentation Model. They also provide practitioners with actionable guidance on leadership behaviors that can positively influence teachers' job satisfaction and organizational commitment.
Recommended Citation
Kieres, Katherine H., "A Study of the Value Added by Transformational Leadership Practices to Teachers' Job Satisfaction and Organizational Commitment" (2012). Seton Hall University Dissertations and Theses (ETDs). 1911.
https://scholarship.shu.edu/dissertations/1911
