Electronic Theses and Dissertations





Document Type


Degree Name

Doctor of Education


Leadership and Policy Studies


Educational Leadership

Committee Chair

Reginald Leon Green

Committee Member

Larry McNeal

Committee Member

Ronnie Priest

Committee Member

Sharen Cypress


The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The Leadership Behavior Inventory was used to collect information regarding principal behavior, as perceived by principals and teachers. The Purdue Teacher Opinionaire was used to collect information from teachers regarding job satisfaction. Results indicated that principals valued the 13 core competencies and frequently used them in the administration of their schools, as perceived by teachers and principals. Leadership behavior, informed by the 13 core competencies, and teacher job satisfaction were significantly correlated. These findings support that leader behavior impacts teacher job satisfaction. Principals who perceive the 13 core competencies to be important and who exhibit behavior informed by the competencies, are likely to have teachers who experience greater satisfaction than teachers under the auspices of principals not subscribing to the core competencies.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.