Abstract
Purpose. The purpose of this study was to examine job factors that influence job satisfaction and job dissatisfaction as identified by public high school assistant principals using Herzberg's Two-factor Theory of Motivation as a construct (Herzberg, Mausner, and Snyderman 1959). In addition, public high school assistant principals were asked to offer suggestions for increasing job satisfaction. Also, a third purpose was to identify factors that influence the decision of those assistant principals to pursue a principal position and to what degree respondents expressed a commitment to seeking a principalship. Methodology. This study was descriptive in design. Forty public high school assistant principals in San Diego County were systematically selected and responded to semistructured telephone interviews. The data were collected using an interview guide. Findings. The data identified achievement and recognition as motivating factors contributing to job satisfaction. The work itself and institutional policies were identified as factors contributing to job dissatisfaction. Recommendations to increase job satisfaction included possibility of growth and institutional policies. Factors influencing the pursuit of a principalship included possibility of growth and personal life. Sixty-seven percent of respondents indicated that they were somewhat or definitely committed to seeking a principalship. Conclusions. Assistant principals obtain satisfaction from factors categorized as motivators. These intrinsic factors include the achievement of successfully completing tasks as well as recognition for a job well done. Participants noted dissatisfaction from a combination of factors including attendance, discipline, and parent conferences as well as the inability to direct students towards positive choices and behavior. Respondents made suggestions to increase job satisfaction by addressing both hygiene and motivation factors. The desire for additional training and a need for consistent interpretation of policies and procedures and clear communication of district office expectations for implementation of policies and programs were expressed. Recommendations for further study. (1) A study of school size and/or student-to-administrator ratio and its relation to job satisfaction, (2) a study of the principal's role in preparing assistants for advancement, and (3) research regarding resource allocation formulas for support personnel to assistant principals.