Abstract
Purpose. The purpose of this study was to examine the job factors, which influence job satisfaction and job dissatisfaction as identified by public elementary school assistant principals using Herzberg's Two-Factor Theory of Motivation as a construct. The second purpose was to identify the factors that influenced the decision of the public elementary school assistant principals to seek a principalship. Methodology. The study used a descriptive design. Forty public elementary school assistant principals representing elementary and unified school districts in the Inland Empire of southern California were systematically selected and interviewed. The critical incident technique was utilized to collect data. Findings. Two motivating factors, work itself and achievement, were identified by the data as contributing to job satisfaction. Working conditions, district/ site policy and administration and interpersonal relations with superiors were hygiene factors identified by the data as contributing to job dissatisfaction. Suggestions to increase job satisfaction focused on two of the hygiene factors: working conditions and district/site policy and administration. Factors influencing assistant principals to seek a principalship included work itself, confidence in ability, desire to implement vision, impact on personal life, and district policies. Conclusions. Public elementary school assistant principals were satisfied with the intrinsic factors of their job because they felt that these factors were the reason they applied for the position and were required by the position. Public elementary school assistant principals were dissatisfied with extrinsic factors of their job because they felt excluded from district/site communication plans, felt overwhelmed by the workload, felt lack of resources interfered with their ability to carry out their job, and expressed concern about the relationship between the principal and the assistant principal. The majority of the public elementary school assistant principals viewed the position as a training ground for a principalship, and planned to pursue advancement. Recommendations. It is recommended that districts determine the rationale for the employment of assistant principals, communicate this philosophy districtwide and align practices to support this philosophy. Furthermore districts need to reevaluate current school structures, population size, school schedule, and the administrator to student and staff ratios in order to prevent burnout and lessen job dissatisfaction.