Date of Award
Executive Ed.D. in Education Leadership Management and Policy
Education Leadership, Management and Policy
Gerard Babo, Ed.D.
Daniel Gutmore, Ph.D.
Judith A. Ferguson, Ed.D.
job satisfaction, principal, self-efficacy
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.
Postma, Kerry L., "The Influence of Self-Efficacy on Job Satisfaction in New Jersey Public School Principals" (2019). Seton Hall University Dissertations and Theses (ETDs). 2648.