School Administrators and Teacher Stress
School Administrators and Teacher Stress
Introduction Education and the roles of principals and teachers have shifted in recent years (Blasé and Blasé, 1999). There has been a move from the traditional bureaucratic model of control toward shared decision making in schools; nonetheless, some schools choose to embrace the view of leadership that presents an obvious divide between the two (Maxfield and Flumerfelt, 2009). Teachers are expected to fill many roles in their daily tasks. Harrison and Killion (2007) have identified ten major roles that teachers fill in the school system. They are mentor, resource provider, classroom supporter, instructional specialist, curriculum specialist, learning facilitator, school leader, data coach, catalyst for change, and learner. As a result of balancing these many roles, stress will likely remain a part of the teaching profession. Several questions come to mind when considering whether the relationship between administrators (specifically, principals) and teachers impact the level of teacher stress:
Research Question 1: What is the relationship between teacher perceptions of principal leadership style and teacher job satisfaction?
Research Question 2: Are there differences in teacher perceptions of principal leadership style based on teachers’ demographics (i.e., age, grade level taught, education level, and combined years of teaching experience)?
Research Question 3: Are there differences in teacher perceptions of job satisfaction based on teachers’ demographics (i.e., age, grade level taught, education level, and combined years of teaching experience) and external factors (i.e., health, family, economic status)?
Research Question 4: What are the significant factors that contribute to teacher job satisfaction as identified by secondary school teachers?
While this literature review cannot address all of questions above due to time restraints, it will investigate and integrate existing research regarding
Introduction Education and the roles of principals and teachers have shifted in recent years (Blasé and Blasé, 1999). There has been a move from the traditional bureaucratic model of control toward shared decision making in schools; nonetheless, some schools choose to embrace the view of leadership that presents an obvious divide between the two (Maxfield and Flumerfelt, 2009). Teachers are expected to fill many roles in their daily tasks. Harrison and Killion (2007) have identified ten major roles that teachers fill in the school system. They are mentor, resource provider, classroom supporter, instructional specialist, curriculum specialist, learning facilitator, school leader, data coach, catalyst for change, and learner. As a result of balancing these many roles, stress will likely remain a part of the teaching profession. Several questions come to mind when considering whether the relationship between administrators (specifically, principals) and teachers impact the level of teacher stress:
Research Question 1: What is the relationship between teacher perceptions of principal leadership style and teacher job satisfaction?
Research Question 2: Are there differences in teacher perceptions of principal leadership style based on teachers’ demographics (i.e., age, grade level taught, education level, and combined years of teaching experience)?
Research Question 3: Are there differences in teacher perceptions of job satisfaction based on teachers’ demographics (i.e., age, grade level taught, education level, and combined years of teaching experience) and external factors (i.e., health, family, economic status)?
Research Question 4: What are the significant factors that contribute to teacher job satisfaction as identified by secondary school teachers?
While this literature review cannot address all of questions above due to time restraints, it will investigate and integrate existing research regarding
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