Abstract
Purpose. The purpose of this quantitative study was to explore principal leadership behaviors and their impact on teacher job satisfaction as perceived by principal and teachers in elementary schools in Southern Tulare County, California. Specifically, this study surveyed principals and their teachers on principal leadership behaviors exhibited by the principals and overall teacher job satisfaction. Methodology. This study employed a descriptive correlational research design. This quantitative research study investigated the perceptions of principals and teachers as they currently exist within their organizations. An ex post facto research methodology allows the researcher to explore the variables of principal leadership behaviors and teacher job satisfaction. Ten principals and 218 teachers were surveyed on their perceptions of principal leadership behaviors to determine the degree of their impact on teacher job satisfaction. Findings. Data indicated that (a) the teachers at each school in the study have moderately high to high levels of teacher job satisfaction, (b) all of the principals in the study perceived themselves to exhibit the five leadership practices tested at moderately high or high levels, (c) teachers at nine of the ten schools perceived their principals to exhibit the five leadership practices at moderately high or high levels, (d) there was a statistically significant difference between the principals and teachers perceptions of the leadership practice "enable others to act", (e) there is a significant relationship between leadership behaviors as perceived by teachers as well as by principals and overall teacher job satisfaction. Conclusions. Educators, administrators, and principals can influence teacher job satisfaction by implementing Kouzes and Posner's (2012) five leadership practices of (a) model the way, (b) inspire a shared vision, (c) challenge the process, (d) enable others to act, and (e) encourage the heart. Teacher job satisfaction has a direct impact on teacher retention, instructional performance, positive school climate, and increased student achievement. Recommendations. This study should be replicated using a different set of leadership behaviors to determine if there are more significant leadership practices that impact teacher job satisfaction.