Date of Award

Spring 1-29-2019

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Gerard Babo, Ed.D.

Committee Member

Daniel Gutmore, Ph.D.

Committee Member

Judith A. Ferguson, Ed.D.

Keywords

job satisfaction, principal, self-efficacy

Abstract

This quantitative, descriptive, correlational study sought to describe the nature of the relationship between the self-efficacy of school principals and their job satisfaction. The data were obtained from an online survey sent to all New Jersey public school principals. A total of 822 principals participated in the study. The independent variables included demographic characteristics of respondents and principal self-efficacy as measured by the Principal Self-Efficacy Scale (Tschannen-Moran & Gareis, 2004). The dependent variable was principal job satisfaction, as measured by the Minnesota Satisfaction Questionnaire Short-Form (Weiss, Dawis, England, & Lofquist, 1967). The analyses of the data were completed using simultaneous and hierarchical regression models and mediation analysis. The results indicated that principal self-efficacy is significantly and positively related to principal job satisfaction and partially mediates the relationship between select demographic characteristics of principals and their job satisfaction. The study revealed that a principal’s self-efficacy level contributes significantly to his or her job satisfaction, a finding with implications for principal retention.

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