Educational Leadership and Teacher Job Satisfaction

Educational Leadership Style and Teacher Job Satisfaction
Submitted by
Silas O. Falokun
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
Grand Canyon University
Phoenix, Arizona
September 5, 2016

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Abstract
¡¢£¤¡¥ ¢¦¦¥§¦§¨© § ¢ ¦¤¥¡¢¦ ¦¨ §£ ¡£¢¦§¨© §© ¦¤¡ ©§¦¡ ¦¢¦¡ ¢© ¨! ¦¨¢
¦¡¢£¤¡¥ ¢¥¡ §¢¦§!§¡ #§¦¤ ¦¤¡§¥ $¨ ¡ ¦¨ ¢%§©§¦¥¢¦¨¥ ¡¢¡¥¤§ ¦ ¡ Estimates
suggest that only 25% of teachers retire while the rest teachers resign due to job
dissatisfaction. This study investigated the relationship between the perceived leadership
style of the educational leaders, teacher years of experience, and teacher job satisfaction.
The theoretical foundations were transactional and transformational leadership styles.
Using quantitative approach and correlation design, the researcher explored the
¥¡¢¦§¨©¤§ ¡¦#¡¡© ¡¥£¡§¡ ¡¢¡¥¤§ ¦ ¡' ¦¡¢£¤¡¥ ¡¢¥ ¨! ¡(¡¥§¡©£¡' ¢© ¦¡¢£¤¡¥
job satisfaction in two middle schools in South Texas. The 67 eligible teachers completed
the Job Satisfaction Survey (JSS), the Multifactor Leadership Questionnaire 5x (MLQ 5x),
and the demographic questionnaire via SurveyMonkey®. Data from the survey were
loaded in SPSS and analyzed §©) 0¡¢¥¨© £¨¥¥¡¢¦§¨©. The results indicated that
participants had moderately high job satisfaction (M = 3.79, SD = 0.72). Participants also
had utilized the three leadership styles moderately often: transformational leadership style
(M = 2.02, SD = 0.45), transactional leadership style (M = 2.15, SD = 0.52), and passive
behaviors (M = 2.32, SD = 0.78): a stronger correlation between the transformational
leadership style and teacher job satisfaction. There was no statistically significantly
positive relationship between job sati!¢£¦§¨© ¢© ¦¡¢£¤¡¥ ¡¢¥ ¨! ¡(¡¥§¡©£¡ £¤¨¨
leadership training programs may reduce teacher attrition in schools by adopting the
findings of this study.
Keywords: Teacher, leadership, job satisfaction, transformational, experience

vi
Dedication
I dedicate this work to Almighty God, my Lord and Savior Jesus Christ, my late
parents, Samuel O. Falokun and Florence I. Falokun, my dearest wife, Sijuwade, and my
children, Olalekan, Simon, and Esther.

vii
Acknowledgments
I would like to gratefully and sincerely thank Dr. John Bryan for supporting me
with his patience and knowledge throughout this dissertation period. He has been
providing a well-rounded experience that is consistent with my ultimate goals in life. Dr.
Bryan will never know the weight of his enthusiasm and encouragement to my successful
completion of this program. God brought him to head my committee when I was
ambivalent of the possibility of accomplishing this famous goal. Dr. Bryan, your wisdom,
experience and genuine concern were strategic in providing me with renewed ability to
stay the course to the end. For everything that you have done for me, Dr. Bryan, I thank
you.
Dr. Patricia Dolasinski, my content expert and dissertation committee member,
has been an inspiration to me. Despite her busy schedule, Dr. Dolasinski voluntarily
accepted to be on my committee. Consistently, she lifted up my spirit with words of
encouragement. Dr. Dolasinski, I am very grateful for your contributions this
breakthrough.
I would like to appreciate Dr. Dana Shelton, my methodologist and committee
member. Dr. Dana, your professional advice meant a lot to this success story. I am highly
honored to be your student. This is an addition to the list of students you have trained to
lead. I will always remember and appreciate your good work.
I thank Dr. Carol Pernsteiner for her support, Rachel Sloan for being a catalyst to
my success, the staff members of Lake Jackson Library in Brazoria County, and my
colleague and friend, Nosa Omoregie. My appreciation goes to Digbo Omo-Jesu, Edwina

viii
Aikins, Ms. Mary Johnson, ¡¢£¤¥ ¦§¢¨¤¥© ¡¨¢ ¡¢¨ Ms. Charity
Maina, AJ Jinkins, and Dr. Pettus for their prayers and support.
I would like to thank my late mother, Florence I. Falokun, who was there for me
throughout her lifetime. I would not be the man I am today if it were not for her love and
investment in my life. She was a mother in a million. I am so grateful for being a son of
Late Samuel O. Falokun, my father, who thought me to be a responsible man.
Finally, I would like to thank my wife, Sijuwade for being of tremendous support
to this achievement. Sijuwade, I commend your support from the beginning of the
program to its conclusion. You are highly appreciated. I wonder how hard it would have
been without your love and support. You are highly favored! My sincere appreciations go
my God-given children: Olalekan, Simon, and Esther. Your supports during this program
are unquantifiable.
To God be all the Glory and Honor, Amen (Jude 1:25).

ix
Table of Contents
List of Tables ................................................................................................................... xiii
List of Figures.................................................................................................................. xiv
Chapter 1: Introduction to the Study....................................................................................1
Background of the Study ...............................................................................................3
Problem Statement.........................................................................................................7
Purpose of the Study....................................................................................................10
Research Questions and Hypotheses ...........................................................................11
Advancing Scientific Knowledge ................................................................................14
Significance of the Study.............................................................................................16
Rationale for Methodology..........................................................................................17
Nature of the Research Design for the Study...............................................................19
Definition of Terms......................................................................................................21
Assumptions, Limitations, Delimitations ....................................................................23
Summary and Organization of the Remainder of the Study........................................24
Chapter 2: Literature Review.............................................................................................26
Introduction to the Chapter and Background to the Problem ......................................26
Theoretical Foundations...............................................................................................30
Transformational leadership. .........................................................................31
Transactional leadership ................................................................................33
Review of the Literature ..............................................................................................35
Transformational leadership ..........................................................................38
Transactional leadership ................................................................................45

x
School principal leadership and teacher job satisfaction. ..............................54
Employee job satisfaction..............................................................................60
Teacher job satisfaction .................................................................................62
¡¢£¤¡¥¦§ ¨¡¢¥¦ © ¡¡¥¡£¡........................................................................67
Instrumentation. .............................................................................................69
Methodology..................................................................................................69
Summary......................................................................................................................70
Chapter 3: Methodology ....................................................................................................74
Introduction..................................................................................................................74
Statement of the Problem.............................................................................................75
Research Questions and Hypotheses ...........................................................................75
Research Methodology ................................................................................................80
Research Design...........................................................................................................81
Population and Sample Selection.................................................................................83
Instrumentation ............................................................................................................87
Multifactor leadership questionnaire (MLQ 5x)............................................87
¡£©¥§¦ © ¦¢¦¢£© ¦¥ ¡¨ !#$.........................................................89
Demographic questionnaire. ..........................................................................90
Validity ........................................................................................................................90
Reliability.....................................................................................................................94
Data Collection Procedures..........................................................................................97
Data Analysis Procedures ............................................................................................98
Ethical Considerations ...............................................................................................105

xi
Limitations and Delimitations....................................................................................106
Summary....................................................................................................................108
Chapter 4: Data Collection and Analyses ........................................................................111
Introduction................................................................................................................111
Descriptive Data.........................................................................................................113
Data Analysis Procedures ..........................................................................................119
Results........................................................................................................................123
Evaluation of findings..................................................................................130
Summary....................................................................................................................133
Chapter 5: Summary, Conclusions, and Recommendations............................................136
Introduction................................................................................................................136
Summary of the Study ...............................................................................................137
Summary of Findings and Conclusion.......................................................................139
Summary of finding for research question 1................................................140
Summary of finding for research question 2................................................141
General findings and conclusions ................................................................142
Implications................................................................................................................144
Theoretical implications...............................................................................144
Practical implications...................................................................................146
Future implications ......................................................................................147
Strengths. .....................................................................................................148
Weaknesses..................................................................................................149
Recommendations......................................................................................................149

xii
Recommendations for future research .........................................................150
Recommendations for future practice..........................................................152
References........................................................................................................................156
Appendix A. Application for Remote Online Instrument................................................176
Appendix B. IRB Approval Letter...................................................................................177
Appendix C. Informed Consent Form .............................................................................179
¡¡¢£¤¥¦ §¨ ©¡ ¡¢ !¥!¥£ #¢ $%......................................183
Appendix E. Permission to use JSS.................................................................................185
Appendix F. Permission to Modify JSS...........................................................................186
Appendix G. Sample Multifactor leadership Questionnaire 5x.......................................187
Appendix H. Demographic Questionnaire.......................................................................189
Appendix I. Site Approval...............................................................................................190
Appendix J. Data Collection and Analysis Procedures ...................................................191
Appendix K. Modified JSS..............................................................................................192
Appendix L . Request and Approval Letters From Director of Dissertations .................194

xiii
List of Tables
Table 1. Title Searches, Articles, Research Documents, Journals Researched
Pre-2011 (2010 and Earlier).............................................................................. 29
Table 2. Title Searches, Articles, Research Documents, Journals Researched
Post 2010 (2011-2016)...................................................................................... 29
Table 3. Power Analysis Showing Total Sample of 50 ................................................... 86
Table 4. Reliability and Questions for Multifactor Leadership Questionnaire 5x
Subscales ........................................................................................................... 96
Table 5. Reliability and Questions for Job Satisfaction Subscales.................................. 97
Table 6. Missing Responses........................................................................................... 114
Table 7. Demographics of the Respondents .................................................................. 114
Table 8. Descriptive Statistics of Study Variables......................................................... 115
Table 9. Reliability......................................................................................................... 123
Table 10. ¡¢£¤¥¦§¤ ¨¥££¡©¢¥¦ ¨¥¡¡¦¤................................................................ 124
Table 11. Tests of Between-Subject Effects.................................................................. 128
Table 12. Parameter Estimates for the Linear Regression............................................. 128

xiv
List of Figures
Figure 1. Power analysis showing needed sample size of 50. .......................................... 85
Figure 2. Histogram of job satisfaction........................................................................... 116
Figure 3. Histogram of transformational leadership style. ............................................. 117
Figure 4. Histogram of transactional leadership style. ................................................... 118
Figure 5. Histogram of passive behaviors....................................................................... 119
Figure 6. Scatter plot of job satisfaction and transformational leadership style............. 124
Figure 7. Scatter plot of job satisfaction and transactional leadership style................... 125
Figure 8. scatter plot of job satisfaction and passive behaviors...................................... 126
Figure 9. QQ plot............................................................................................................ 129
Figure 10. Residual plot.................................................................................................. 130

1
Chapter 1: Introduction to the Study
Introduction
Teachers are an important group of professionals for the future, and many of
¡¢£¤¥¦ §£¨©§¦ £§ ¢¦¦£ ¦§¢ © ©§ ¡¦ (Ingersoll, 2003). One factor leading to
dissatisfaction and consequent turnover is the leadership style of administrators
(Ingersoll, 2003; Zahari Shurbagi, 2012). Further, teachers who are dissatisfied with
their jobs tend to retire early (Ingersoll, 2003) and abandon the teaching profession, thus
increasing teacher shortages.
As one of the most stressful jobs in the United States (Zahari Shurbagi, 2012),
it is estimated that about 12% of all teachers leave the profession yearly, with only 25%
of cases because of retirement (Ingersoll, 2003). The educational field has one of the
highest turnover rates compared to most other occupations (Ingersoll, 2003). The exodus
of teachers from the profession affects both the students who lose the value of having
experienced teachers and the schools and districts in the hiring and training of new
teachers for replacement.
Principals have discovered that engaging the entire school staff in the decision-
making process results in job satisfaction and higher commitment to school reform
initiatives (Ingersoll, 2003). This study examined the relationship between educational
leadership styles, §£¨©§¦¥ ¤§£¦ ¡ §§§¨§ and teacher job satisfaction at the middle
school level. This is necessary because school leadership training programs may reduce
teacher attrition in schools by adopting the findings of this study.
Teachers are a major asset for middle schools (Dale, 2012; Jackson, 2013). High
job satisfaction levels can improve cultural growth and student success (Dale, 2012).

2
When teacher ¡ job satisfaction ratings are low, increased labor turnover may set. This
increase may mandate the affected school to hire new teachers and the cost may be a
significant financial burden on the school district. Because teachers play a fundamental
role in society, it is essential to decide the factors affecting ¢£¤¥¦£§ ¡ ¨© ¤¢ ¤¥¢© ££
(Dale, 2012; Jackson, 2013).
Increased teacher satisfaction may reduce the turnover rate and keep experienced
teachers in the classroom (Alliance for Excellent Education, 2008). The Metropolitan
£ §¤¥£ © !¤¡ ¢# §££¤£# ¢¦¤¢ $ith schools facing increased pressure to
improve teaching and learning, the duties and responsibilities of educational leaders have
expanded to include the added responsibility of leading school reform to raising student
achievement (The Metropolitan Life Insurance Company, 2012). Educational leaders
need to develop a shared vision within the school community and a leadership style that
engages teachers in shared decision-making (Ingersoll, 2003).
Chapter 1 provides an overview of educational leadership style and teacher job
satisfaction. This study was conducted through a quantitative research method; the
researcher examined the existence of a relationship between the perceived educational
leadership style, ¢£¤¥¦£§ ¡ £¤§ © £%!£§£¥£, and ¢£¤¥¦£§ ¡ ¨© satisfaction at two
middle schools in South Texas. The researcher collected data with Multifactor Leadership
Questionnaire (Bass Avolio, 2004), Job Satisfaction Survey (Spector, 1994), and
demographic questionnaire using a web-based survey development cloud,
SurveyMonkey®. Participants were teachers at the two middle schools in South Texas.
This study may extend prior research and contribute to the body of existing knowledge
about ¢¦£ §£¤¢© ¦! £¢$££ !£§¥££# £#¥¤¢©¤ £¤#£§ ¡ £¦¤©§ ¤# ¢£¤¥¦£§ ¡ job

3
satisfaction by identifying, if any, effective educational leadership styles that may
promote ¡¢£¤¡¥¦§ ¨© ¦¢ ¦¢£ © two middle schools. This study may offer middle
¦£¤©© ¡£¢ ©¢ ¡¢¡¥¦ ©¥¢ © © ¦©¥ ¡¢£¤¡¥¦§ ¨© ¦¢ ¦¢£ ©, which may
help to reduce teacher turnover.
Background of the Study
Researchers have examined variables such as teacher salaries, increase in class
size, tardiness, and absenteeism as they may relate to job satisfaction. Overall stress and a
lack of administrative support, poor preparation of teachers, a poor fit between the skills
needed by teachers and skill sets of teachers, the demands of the profession, inadequate
compensation, and student behavior are other factors influencing teacher job
dissatisfaction (Eyal Roth, 2011). Supovitz, Sirinides, and May (2010) and Terek,
Nikolic, Gligorovic, Glusac, and Tasic (2015) indicated that job satisfaction is an
important part of having a creative and productive educational system, and that a
¡¢£¤¡¥§¦ ¨© ¦¢ ¦¢£ © is directly related to ¤¡ ¡¡£ ¡¡¦¦ © ¤¡ ¥£¢§¦
leadership style.
Educational leaders are important in the implementation of change initiatives.
Leaders cannot lead in isolation, and their behaviors affect followe¥¦§ ¦¥ ¦
productivity, and job satisfaction. Though helping teachers to love their work is a
complex and time-£©¦! ©¥ © © ¤¡ ¡£¢ ©¢ ¡¢¡¥¦§ job, it may be the key to
a well-functioning school. A satisfied teacher may be more productive and more eager to
try creative ideas. Ambitious feelings carry over and students may enjoy the benefits of
innovative and nurturing teachers (Supovitz et al., 2010; Terek et al., 2015).

4
School principals may have significant influence on the teachers (Ingersoll, 2003).
An effective leader has significant influence on the performance of those who follow
(Lai, Luen, Chai, Ling, 2014; Leithwood Sun, 2012; Thibodeaux, Labat, Lee,
Labat, 2015). Effective principals will consider a leadership style that promotes teacher
job satisfaction and intent to remain in the profession ¡ ¢£¤¥¦¤¢ §¡¨ §© ©£¡¤¢ ¡§©¡ ©
¢£¤¥©¥ ¢¡¤¤¥ ¤¥ © ¦©£¡¨ ¡ ¤¡ ¦¤¥ (Sawchuk, 2012; Yeldell, 2012). From
the school improvement literature, it is clear that the role of educational leaders is
©¡¡©¥¤ § ¤¥ £ ¡¤¥! © ¦©£¡¨ ¤¥©£©¡ ¥ ¢£¤¥! ¡ ¤¡ ¦¤¥ (Leithwood et al.,
2007). Teachers have confidence in principals who exercise these essential competencies.
Educational leaders must be able to develop themselves, be self-expressive, and have
essential ability to create a linkage within the school community (Eyal Roth, 2011; Lai
et al., 2014).
As educational leaders, principals must have full knowledge of their skills,
abilities, and flaws to understand what leadership abilities they will need to develop for
various contexts. To meet the rise in demand for institutional effectiveness in schools by
students, teachers, support staff, and the community, educational leaders need to show
high level of energy and dedication when performing their jobs. According to the
National Education Association (2005), as the baby boomers begin to retire and more
students enroll in schools, America faces a serious problem of teacher shortage. The
National Education Association projected over 40% of new teachers will leave the
profession within the first five years of employment and called for urgent solutions to
these high levels of attrition. An estimated 2.9 million to 5.1 million new full-time
teachers will be needed from 2008 through 2020, with reasonable assumptions about

5
fertility rates, student-teacher ratios, and turnover propensity (The Metropolitan Life
Insurance Company, 2012). Cha and Cohen-Vogel (2011) and Ingersoll (2003) further
revealed half of school teachers who leave the profession in the first five years were not
satisfied with their job.
¡¢ £¤¥¤ ¦¢§¨©©§ ¢ ¨ ¢ !©#$ Survey of the American
Teacher showed teachers leave the profession because of unmet expectations, a lack of
preparation, and a lack of support from colleagues and principals (The Metropolitan Life
Insurance Company, 1989). According to the survey, those individuals who indicated
they had planned to leave their teaching positions were more likely to say they felt
unprepared to work with children of varying needs, and to work for principals who did
not ask for their input, show appreciation for their work, or treat them with respect
(Duyar, Gumus, Mehmet, 2013). Duyar ¢§ %$ (2013) study of elementary schools$
leadership in Turkey showed teachers preferred a principal who was concerned for
others, an open communicator, and a believer of shared decision-making. In The
¦¢§¨©©§ ¢ ¨ ¢ !©#$ (2012) survey of teachers conducted by
telephone among 1,001 U.S. K-12 public school teachers, the finding and report showed
teacher satisfaction had decreased by 15 points since the 2009 survey, reaching the lowest
job satisfaction level in survey series in more than two decades. In 2011, 44% of teachers
were satisfied with their teaching jobs, a drop from 59% in 2009. This reflects a decline
to satisfaction ¢¢ ©§ ¢¢ ¢ §¡¢ £¤¥'$ (The Metropolitan Life Insurance
Company, 2012). A similar pattern was present in §¢ ¡¢¨$ views on leaving the
profession. According to the study, three in 10 (29%) of teachers said they were likely to
leave the teaching profession for different occupations within the next five years, a 12-

6
point increase since 2009 (17%), and a return to a level comparable to 1986 (27%). An
important cause in teacher turnover is dissatisfaction (The Metropolitan Life Insurance
Company, 2012).
¡¢£¤¡¥¦§ ¨¡¢¥¦ © ¡¡¥¡£¡ ¥¡¡¥¦ © ¤¡ total number of years that teachers
engage in the skill of teaching (Eddins, 2012) and may determine the extent of teachers§
job satisfaction. Dilci and Kalkan (2013), in their quantitative study, explained the
significance of years of experience to teacher job satisfaction. In the study of 189
elementary school teachers working and in their first five years in their profession in
Sivas, Turkey, most of primary school teachers experienced various problems during
their first assignment and early years of their profession (Dilci Kalkan, 2013). With
teachers§ ¨¡¢¥¦ © ¡¡¥¡£¡ ¢¦ ¢ ¦£¢ ¢¥¢¡ that may influence job satisfaction,
it is important to study its effect on teacher job satisfaction (Eddins, 2012).
Researchers concluded that job satisfaction influences teacher§¦ intent to remain
in the profession. Eyal and Roth (2011) and Kiboss and Jemiryott (2014) examined the
relationship between principal leadership and teacher job satisfaction at elementary and
high schools. The results of these studies indicated a significant relationship between the
leadership styles of principals and teacher job satisfaction. There are few studies of
leadership style and teacher job satisfaction at middle school level (Dale, 2012; Jackson,
2013). Dale (2012) studied relationship ¡ ¡¡ ¡¢£¤¡¥¦§ ¡¥£¡¡! ¥£¢ ¡¢!¡¥¦¤
styles to job satisfaction. Findings from the study suggest that the perception of middle
school teachers and the leadership style of the school principals did not show a
statistically significant relationship to teacher job satisfaction.

7
Jackson (2013) examined the leadership style of their school principals and the
perception of their teachers in 10 middle and 10 high schools in a large school district
located in Texas. The findings of this study revealed correlations between job satisfaction
variables and transformational and transactional variables. Transformational leadership
¡¢£¤ ¤¤¥¤¦ ¡§ ¨©¤ © §¤©££ § ¡¤ ¤¤¡ § ¡¤©¨¤ § ©¡ ©¡§ §¡¨
studies. In the studies, Dale (2012) and Jackson (2013) did not include the leadership
styles of the assistant principals and department heads of middle schools ¡¨¤ ¡¤©¨¤
years of experience and their influence on teacher job satisfaction. This gap was
addressed by the current study.
The researcher referred to the principals, the assistant principals and the
department heads as educational leaders. It was hypothesized that educational leadership
¡¢£¤ ©¦ ¡¤©¨¤ ¢¤© § ¤!¤¤¤ ¥©¢ § ¥©¢ §¡ ©¤¡ ¡¤©¨¤ § ©¡ ©¡§ ©¡
middle school level. The results of this study may support educational leaders by
improving understanding the possible relationship between leadership styles and
behaviors that may support job satisfaction in their schools.
Problem Statement
It was not known if and to what degree a relationship existed between the
perceived leadership styles of middle school educational leaders ¡¤©¨¤ ¢¤© §
experience, and job satisfaction of teachers in middle schools. Studies of school
leadership have shown principals with leadership styles recognizing the importance of
¡¤©¨¤ § ©¡ ©¡§ ¨©¤ © ©¡ ¥©¡ § creating positive school climate
and culture (Barnett McCormick, 2011; Leithwood Sun, 2012). School staffing
problems are the result of a #revolving door$ where large numbers of teachers leave

8
teaching for reasons other than retirement (Cha Cohen-Vogel, 2011; Ingersoll, 2003).
Teachers abandoning their positions cause critical shortages. Dissatisfied teachers may
retire early (Ingersoll, 2003). Studies by the Metropolitan Life Insurance Company
(2012) predicted a dramatic increase in the demand for new teachers, mainly resulting
from increasing student enrollments and teacher attrition. These studies concluded the
resulting shortfall of teachers would force many school systems to lower standards to fill
teaching openings. This would result in an increase in underqualified teachers.
Texas is facing a teacher shortage resulting from increasing student enrollment
coupled with decreasing teacher job satisfaction (The Metropolitan Life Insurance
Company, 2012). A high turnover of teachers may have a negative consequence on the
academic performance of students. Turnover presents an added cost and inefficiency for
the school, the district, and the state. Educational leaders are key figures in creating
school environments conducive to teacher satisfaction or dissatisfaction (The
Metropolitan Life Insurance Company, 2012). Researchers have examined the
¡¢£¤¥¦§¨©¥ ¡¤¡¡§ ¥§¥£¢¨ ¢¡£¡ ¨©¥ £§ ¤¡£©¡ ¨ ¦ satisfaction at elementary
(Beycioglu, Ozer, Celal, 2012; Wahab, Fuad, Ismail, Majid, 2014) and high school
levels (DeAngelis, 2013; Eyal Roth, 2011; Kiboss Jemiryott, 2014; Peacock, 2014).
None of the studies incorporated the leadership styles of both the assistant principals and
department heads collectively referred to as educational leaders in this research. Further,
¤©¡¨¡ ¨¤¥¡¨ ¥ §¦¤ ¦§¨¥¡ ¤©¡ ¡¡¤¨ ¦ ¤¡£©¡ ¨ ¡£ ¨ ¦ ¡ ¡ ¥¡§¡ £¨ £ eature that
may influence teachers job satisfaction at the middle school level. The study left a gap in
study of leadership style and teacher job satisfaction at the middle school level. Jackson
(2013) emphasized the need for more research at the middle school level.

9
Studies show the middle school teachers leave the profession in greater numbers
than their elementary or high school counterparts (Jackson, 2013; Mee Haverback,
2014). Reasons for this exit ranged from exceptionally high stress level in the classroom
to educational leadership styles. Mee and Haverback (2014) stated middle school teachers
were leaving their jobs at a fifty percent higher rate. For this reason, result of this
research is hypothesized to have a different outcome. The current research filled this gap
in literature by examining the relationship between educational leadership and teacher job
satisfaction at middle school level. In this study, the researcher analyzed the relationship
between ¡¢£¤¡¥¦§ ¨¡¢¥¦ © ¡¡¥¡£¡ ¢ ¡¢£¤¡¥¦§ © ¦¢ ¦¢£ ©
In comparison to middle school, teaching at elementary level is less exigent.
Moreover, the district recruitment to middle school is more challenging, indicating the
possibility of low job satisfaction at middle school level. Ingersoll (2003) suggested that
there are significant £¤¢¡ ¡¦ ¡¢£¤ ¢ !© ¢ ©¢¨§¦ ¢©¡¦£¡ ¦ ¤¢ are
not adequately addressed in the current system, and that the broad policy debate on how
to respond to teacher turnover and intent to remain in the profession may need to focus
more of its attention on the special concerns of secondary school teachers. Corroborating
the difficulties confronting principals in hiring certified teachers in middle schools,
Juvonen, Le, Kaganoff, Augustine, and Constant (2004) stated that only about one-
quarter of middle school teachers are certified to teach at the middle grades; the majority
of the rest are certified to teach at the elementary level. This means that teachers are
likely to lack both subject-matter expertise and formal training on the development of
young adolescents.

10
Many school principals did little to recognize and encourage effective teachers to
remain in schools. This study may provide leaders with knowledge about effective
leadership styles that support teacher job satisfaction. The results of this study aid in
filling that gap by examining the relationship between middle school educational
leadership style and teacher job satisfaction that educational leaders may recognize, thus
encouraging effective and dedicated teachers to remain in schools. This researcher
studied the leadership styles of the principals, the assistant principals, and the department
heads of two middle schools in South Texas. Findings from this study may help improve
educational leadership styles and teachers job satisfaction in the overall scope of
education (Jackson, 2013).
Purpose of the Study
The purpose of this quantitative correlational study was to analyze the
relationship, if any, that existed between the perceived leadership styles of educational
leaders and teacher job satisfaction, ¡¢ £¤¥ ¦¥§ £¨©¡¤¨ ¥£¥¥¡ £¥ ¤¥¦ ¥ ¦ ©
¥¥¦¨¥¡¥ ¡¢ £¥ ¤¥¦ © £¨ £¨©¡ ¨¡ £¤¥ £© ¨¢¢§¥ ¤©©§ ¨¡ !©£¤ #¥ $ The
independent variables were perceived educational leadership style and teacher years of
experience, while the dependent variable was teacher job satisfaction. A need existed to
examine the factors contributing to the job satisfaction of teachers in middle schools to
reduce teacher turnover because it takes time, energy, and money to recruit, hire, train,
and replace teachers. School district administrators need to understand how educational
leadership styles affect the school district financially.
Scholars have examined the relation¤¨ ¥£¥¥¡ ¦¨¡¨ § §¥ ¢¥¦¤¨ ¡¢
£¥ ¤¥¦ © £¨ £¨©¡ £ ¥§¥ ¥¡£ ¦ % ¦ et al., 2013; Wahab et al., 2014) and high

11
school levels (Eyal Roth, 2011; Kiboss Jemiryott, 2014; Zahari Shurbagi, 2012).
None of the studies (Dale, 2012; Jackson, 2013) incorporated the leadership styles of the
assistant principals and department heads collectively referred to as educational leaders,
¡¢ £¤ ¥¦¤§¨© ¤ §¨ ¤¤§¤¡¥¤ This study addressed the need for further research in
the relationship between ¤ ¢¤§¨¦ ¨£¤ ¡¢ £¤ ¥¦¤§¨© ¨ £¨ ¥£¡ ¡¢ ¡£¤¡£ £
remain in the profession at middle school level. It was hypothesized that educational
¤ ¢¤§¨¦ ¨£¤ ¡¢ £¤ ¥¦¤§¨© ¤ §¨ ¤¤§¤¡¥¤ ! § ¡£ ¤¥£ £¤ ¥¦¤§¨©
satisfaction at the middle school level. The results of this study supported educational
leaders with an understanding of leadership styles and behaviors that may provide further
insight into educational leadership style, teacher job satisfaction, and the intent of
teachers to remain in their profession and in their schools.
Research Questions and Hypotheses
This study analyzed the relationship between the independent variables of
perceived educational leadership style ¡¢ £¤ ¥¦¤§¨© years of experience and the
dependent variable of teacher job satisfaction in two middle schools in South Texas. The
following research questions and hypotheses guided this study:
RQ1: What, if any, relationship exists between perceived leadership styles of
educational leaders and teacher job satisfaction at two middle schools in South
Texas?
H1,0: There is no relationship between perceived leadership styles of educational
leaders, as measured by the transformational leadership style of MLQ 5x (Bass
Avolio, 2004), and £¤ ¥¦¤§¨© ¨ £¨ ¥£¡ £ £ ¢¢¤ ¨¥¦¨ ¡ #$£¦
Texas.

12
H1: There is a relationship between perceived leadership styles of educational leaders,
as measured by the transformational leadership style of MLQ 5x (Bass Avolio,
¡¡¢£¤ ¥¦§ ¨©¥© b satisfaction at two middle schools in South Texas.
leaders, as measured by the transactional leadership style of MLQ 5x (Bass
¤ ¡¡¢£¤ ¥¦§ ¨©¥© ! ¥¨ ¥¨ n at two middle schools in South
Texas.
as measured by the transactional leadership style of MLQ 5x (Bass Avolio,
¡¡¢£¤ ¥¦§ ¨©¥© ! ¥¨ ¥¨ ¦ ¥¨ ¨# $ §§© schools in South Texas.
leaders, as measured by the passive behaviors of MLQ 5x (Bass Avolio, 2004),
¥¦§ ¨©¥© ! ¥¨ ¥¨ ¦ ¥¨ ¨# $ §§© ¦ %¨ '©(¥)
as measured by the passive behaviors of MLQ 5x (Bass Avolio, 2004), and
¨©¥© ! ¥¨ ¥¨ ¦ ¥¨ ¨# $ §§© ¦ %¨ '©(¥)
RQ2: What, if any, relationship ©( ¨ !©¨#©©¦ ¨©¥© 0©¥ ©(1© ©¦©¤ ¥¦§
¨©¥© ! ¥¨ ¥¨ ¦ ¥¨ ¨# $ §§© ¦ %¨ '©(¥2
H4,03 '©© ¦ ©¥¨ ¦ 1 !©¨#©©¦ ¨©¥© 0©¥ ©(1© ©¦© ¥¦§ ¨©¥© !
satisfaction at two middle schools in South Texas.
H4: '©© ¥ ©¥¨ ¦ 1 !©¨#©©¦ ¨©¥© 0©¥ ©(1© ©¦©¤ ¥¦§ ¨©¥© !
satisfaction at two middle schools in South Texas.

13
RQ3: Do transformational, transactional, and laissez faire leadership styles of
educational leaders, as measured by the MLQ 5x (Bass Avolio, 2004), and
¡¢£¤¡¥¦§ ¨¡¢¥¦ © ¡¡¥¡£¡ ¥¡£ ¡¢£¤¡¥ © ¦¢ ¦¢£ © ¢¦ ¡¢¦ ¥¡ ¨ ¤¡
demographic questionnaire, at two middle schools in South Texas?
H5,0: Transformational, transactional, laissez faire leadership styles of educational
!¡¢¡¥¦ ¢ ¡¢£¤¡¥¦§ ¨¡¢¥¦ © ¡¡¥¡£¡ © © ¥¡£ ¡¢£¤¡¥ © ¦¢ ¦¢£ © ¢
two middle schools in South Texas.
H5: Transformational, transactional, laissez faire leadership styles of educational
!¡¢¡¥¦ ¢ ¡¢£¤¡¥¦§ ¨¡¢¥¦ © ¡¡¥¡£¡ o predict teacher job satisfaction at two
middle schools in South Texas.
The research questions are directly in relationship with the perceived educational
leadership style and its relationship with teacher job satisfaction and the intent of teachers
to remain in their profession. Question one probed into the relationship that existed
between perceived leadership styles of school administrators and teacher job satisfaction.
Question two related teacher job satisfaction with years of experience of teacher. The
question asked if there was any relationship in order to solve the unknown in the problem
statement. Question three asked if there was any relationship between the three leadership
styles and teacher job satisfaction. The independent variables were the educational
leadership style and the years of experience of teachers, and the dependent variable was
the job satisfaction of the teachers. Using the three research questions, the researcher
administered the surveys and questionnaire to certified teachers in two middle schools in
South Texas. It was hypothesized that educational leadership style ¢ ¡¢£¤¡¥¦§ ¨¡¢¥¦ ©
¡¡¥¡£¡ ¢¨ ¤¢¡ ¦#£¢ ¥¡!¢ ©¦¤ $ ¤ ¡¢£¤¡¥¦§ © ¦¢ ¦¢£ ©. Second, the

14
researcher hypothesized that there may be no relationship between the independent
¡¢£¡¤¥¦ §¨ ©¦¡¦¢ ¦¡¢ §¨ ¦¦¢£¦¦ ¡ ©¦¡¦¢ §¤ ¡©£¨¡©£§ This study proffers
leadership style that relates to ©¦¡¦¢ §¤ ¡©£¨¡©£§ ¡¢§ !£¥¦ §§¥
Advancing Scientific Knowledge
Past leadership styles are less effective in current schools and an effective
leadership style may have a positive effect on teacher job satisfaction, keep effective
teachers in classroom, and discourage turnover (Eyal Roth, 2011; Yeldell, 2012).
Overall stress and a lack of administrative support, the demands of teaching profession,
inadequate compensation, and student behavior may result in teacher job dissatisfaction
(Eyal Roth, 2011). This study examined the significance of leadership styles of school
leaders to job satisfaction of teachers in the selected middle schools. This is appropriate
in understanding the influence of job satisfaction on the intent of teachers to remain in
their profession
Although researchers have examined the relationship between principa¥
¥¦¡¦¢£ ¡ ©¦¡¦¢ §¤ ¡©£¨¡©£§ ¡© ¦¥¦!¦©¡¢ ¡ £ §§¥ ¥¦ ¦¥ #Duyar et
al., 2013; Eyal Roth, 2011; Kiboss Jemiryott, 2014), there was a need for further
research at middle school level. Dale (2012) and Jackson (2013) suggested that more
research was required to understand the influence of educational leadership styles on
©¦¡¦¢ §¤ ¡©£¨¡©£§ ¡© !£¥¦ §§¥ ¥¦ ¦¥. Educational leaders must demonstrate
leadership styles that reduce teacher turnover (Jackson, 2013) and keep effective teachers
in classrooms (Dale, 2012).
Early motivation theorists (Herzberg, Mausner, Snyderman, 1959; Maslow,
1943$ §£¦¢¦ ©¦ ¦¨¨¦© §¨ !§©£ ¡©£§ § §¤ ¡©£¨¡©£§ %¦ ¤¡£ §¨ ¡¥§'

15
theory is that human beings are motivated by unsatisfied needs, and that before higher
needs are satisfied, certain lower factors need to be satisfied. Herzberg et al. ¡ (1959)
Two Factor Theory identified the hygiene factor as extrinsic non-satisfier because they
produce dissatisfaction, and motivator factor; factors that arise from intrinsic, or
dependent, conditions of the job itself. This research examined the value of leadership
style and teacher¡ ¢£¤¥¡ ¦§ £¨©£¥££ in teacher job satisfaction. Inspired teachers are
more likely to perform better and remain in the teaching field. This study emphasized on
the relationship between educational leadership styles and teacher job satisfaction.
¤ ¡¥£¢ ¦§ £! ¤ £¡ K to 12 public school teachers in 2011 by the
Metropolitan Life Insurance Company (2012), there was a dramatic reduction in teacher
job satisfaction, dropping from 59% in 2009 to 44% in 2011. According to Sawchuk
(2012), a report conducted by the New York City-based The New Teacher Project
(TNTP) on the decisions of teachers to remain in the profession established that many
school leaders did little to recognize and encourage effective teachers to remain in
schools. The theoretical foundations of this study were transformational and transactional
leadership styles (Bass, 1985; Bass Avolio, 2004; Burns, 1978). This research
examined the application of transformational leadership style in schools and its
relationship to teacher job satisfaction. The mode of operation of a transactional leader
differs from a transformational leader. While transactional leadership offers reward or
punishment based on the performance of the worker (Ashley Trisha, 2013; Bass, 1985;
Burns, 1978), the transformational leader sees the followers as partners in progress and
raises the level of human conduct and ethnical consideration in organization (Burns,
1978). The current study advanced the theory of transformational leadership style by

16
¡¢£¤¥¤¥¦ §¨ ¡§ ¥§ © ¢§¤©¥¨¤ § ¥ §¨ §¨ © ¢¥ § ¢¨ !© ¢§¤¢§¤©¥ ¢¥
the roles of intrinsic and extrinsic factors in job satisfaction within middle school
teachers. Liang and Steve Chi (2013) and Sylvie, Muser, and Janneck (2012) have begun
to inquire about the overall assumptions of the positive effect of transformational
leadership style on job satisfaction. The findings of the present research will advance the
understanding of the drivers of employee job satisfaction and may prepare school leaders
with effective leadership style for teacher job satisfaction.
This study specifically examined middle schools of an urban school district
located in South Texas to fill the existing gap in the literature and included the assistant
principals and heads of department at middle schools level. It explored, in middle school
settings, the particular aspects of the educational leadership style and behavior that may
contribute to teacher satisfaction or dissatisfaction, perhaps aiding schools in finding
methods to keep teachers satisfied in order to create more continuity and fewer turnovers
at the level. Results of this study will aid in the understanding of the correlation between
teacher-perceived educational leadership styles and teacher job satisfaction in middle
schools. The present research may suggest leadership style solution that nurtures
§ ¢¨ job satisfaction and reduces turnover at middle schools. This may potentially
assist in keeping talented teachers in classrooms where they are so badly needed (The
Metropolitan Life Insurance Company, 2012).
Significance of the Study
¢¨ ¨¢# ¡¢£¤¥ §¨ ¢§¤©¥¨¤ § ¥ ¤¥¤¢ ¢ ¨¤ ¢¥
§ ¢¨ job satisfaction at elementary and high school levels (Eyal Roth, 2011;
Kiboss Jemiryott, 2014). Therefore, further research to examine the influence of

17
principal leadership styles on ¡¢£¤¡¥¦§ ¨© ¦¢ ¦¢£ © in middle schools is necessary as
principal leadership style affects teacher job satisfaction (Jackson, 2013). This study
filled the need for further research in the empirical literature by researching perceived
educational leadership style and teacher job satisfaction in middle schools in an urban
area of South Texas. This study referred to principals, assistant principals, and
department heads collectively as educational leaders. The high rate of experienced
teachers abandoning the profession because of dissatisfaction in their current role as
educators and the associated cost of teacher recruitment and replacement may adversely
affect the academic performance of students (Eyal Roth, 2011). School district funds
drained by turnover-related costs could be utilized more productively to increase student
performance (Shapira-Lishchinsky, 2012). The information presented by this research
offers potential in the preparation of school leaders for the use of effective leadership
styles to create an environment sustaining positive teacher job satisfaction. It will inform
scholars, policy makers, practitioners, and other educational stakeholders of the
leadership styles supporting teacher job satisfaction in middle schools.
Rationale for Methodology
The researcher used quantitative methodology for this study. ¤¡ ¥¡¦¡¢¥£¤¡¥§¦
preference of quantitative method over qualitative method was due to the ability of
quantitative research to analyze data collected through coding. The quantitative coding
gave the researcher additional useful information opportune data analyses which may be
impossible with qualitative methodology because while qualitative data typically consists
of words, quantitative data consists of numbers (Eddins, 2012; Eyal Roth, 2011). In
qualitative research, data are collected through participant observation and interviews and

18
recoded in the original language of respondents. The intent of the researcher was to report
all data through statistical analysis.
In qualitative studies, researchers gather data from identified persons on a
phenomenon of interest. It encompasses data collection on the attitude, feelings, and
thoughts of individuals that cannot be observed or obtained through quantitative means
(Eddins, 2012; Eyal Roth, 2011). Data collection, description, analysis, and
interpretation centers on the observed shared patterns in teacher perceptions and beliefs
as conveyed in their narrated stories. Quantitative method gave the researcher additional
useful information relating to data analyses which may be impossible with qualitative
methodology. This study examined leadership style and job satisfaction, which are social
phenomena.
The quantitative research develops and employs mathematical models and
hypotheses to analyze the relationship between variables. Unlike qualitative research,
which stresses ¡¢y £¤ ¢£¡,¥ ¦¢§ ¤§¨§©¤¢§¤ £§¦ed numerical data focusing on
testing the strength and persistence of relationships between educational leadership
styles, years of experience, and teachers job satisfaction with a clear knowledge of the
parameters of the variables being used (Eddins, 2012). In comparison with qualitative
research, which works from the assumption that concepts are contextually dependent, this
quantitative research assumes the researcher knows best what a concept means and can
identify ways to measure concepts (Eddins, 2012).
Quantitative data embraces precise measurement using structured and validated
data collection instruments. This method produces generalizable findings that can be
applied to other populations. It involves comparison of means and emphasizes on

19
statistical importance of findings. The goal of quantitative method is to explain a
hypothesized relationship between variables with numbers and objective data. The
research design is structured and well tested. The researcher is an observer but does not
actively participate (Eddins, 2012; King et al., 2014). The researcher utilized these
qualities of the quantitative study to analyze the relationship between the independent
variables of perceived educational leadership styles and teachers years of experience and
the dependent variable of teacher job satisfaction.
Nature of the Research Design for the Study
The researcher carried out this study with correlational research design to
compare the independent variables of perceived educational leadership style and the
dependent variable of teacher job satisfaction. In addition, the researcher examined the
relationship between the independent variable of ¡¢£¤¥¢¦ §¢£¦¨ © ¢¢¦¢¤¢ £ ¡¥¢
¢¢¢¡ £¦£¢ © ¡¢£¤¥¢¦¨ © ¨£¡¨£¤¡© ¡¥¢ ¡ © selected middle schools in
South Texas. Selecting samples for this study was based on the geographical location and
the socio-economic status of the selected schools.
The quantitative correlational research design is a suitable method for meeting the
goals of the study because it determines relationship between variables and the extent to
which they change together (Yukl, 2006). The researcher did not use experimental design
because the researcher did not introduce change, then monitor the effect. In addition, this
study was to examine the relationship between leadership style and teacher job
satisfaction, and not the cause or effect of one variable on another.
Because of the incompetence of the descriptive and causal-comparative/quasi-
experimental research designs to meet the needs of the study, the researcher used the

20
correlational research design to determine the extent of a relationship between leadership
and teacher job satisfaction using statistical data. The descriptive research design
describes the current status of an identified variable and provides systematic information
about a phenomenon, and a causal-comparative/quasi-experimental research may
establish cause-effect relationships among the variables. The use of experimental
research establishes the cause-effect relationship among a group of variables that make
up a study through scientific mean, but correlational research design determines the
extent of a relationship between two or more variables using statistical data (Babbie,
2010). The researcher used the correlational design to provide the knowledge of the
association among naturally occurring variables. In addition, this researcher examined the
data, relationships, and distributions of variables (Babbie, 2010).
As a procedure for measuring two variables to analyze whether there may be a
relationship, correlational research design develops and tests theoretical models.
Correlational research design describes the strength and degree of linear association
between two variables. It compares two or more variables and tests for statistical
relationship between variables. Correlational research design recognizes trends and
patterns in data but will not prove causes for these observed patterns. The researcher
began with the idea that there might be a relationship between two variables.
Relationships between and among many facts are sought and interpreted. It allows quick
discovery of general relationship among variables.
Researchers have conducted correlational research to analyze the relationships
among independent and dependent variables (Babbie, 2010; Ingersoll, 2003). In this
study, the correlational design promoted making accurate statements about middle school

21
¡¢£¤¡¥¦§ job satisfaction based on the results of statistical tests conducted with the
numerical data collected from the sample population. The researcher examined the data,
relationships, and distributions of variables (Babbie, 2010). The researcher emailed the
MLQ 5x (Bass Avolio, 2004), the JSS (Spector, 1994), and the demographic
questionnaire online via SurveyMonkey® to participating teachers.
Definition of Terms
A number of terms are important to this study. In research, terms are defined with
reference to relevancy and comprehension. The following section provides definitions for
key terms specific to this study.
Contingent reward. Reward for behaviors meeting previously set expectations.
This takes place when people know they are accountable and responsible for meeting the
objectives (Bass Avolio, 2004).
Educational leader. An individual in the school who has a decision-making role
and the ability to give the teachers and other program staff members necessary direction
while helping teachers and other staff members to maintain their morale (Yukl, 2006). In
this research, educational leaders refer to school principals, assistant principals, and heads
of department who are responsible for school operations (Hilliard Newsome, 2013).
Job satisfaction. The product of the cumulative assessment of feelings of
employees relative to a particular job or position (Spector, 1985).
Leadership. The process of influencing others to understand and agree about what
needs to be done, and how it can be done effectively and promoting individual and
collective efforts to achieve shared objectives (Sanzo, 2012; Yukl, 2006).

22
Leadership style. The practice of effective leadership behaviors (Yukl, 2006).
This study focused on transformational and transactional leadership styles.
Middle school. A school that educates students in any combination of grade six
through eight (Dale, 2012; Jackson, 2013).
Perception. These are formal and informal relationships, personalities of
participants, and leadership of the organization and their influence on the views of
teachers and their work environment (Monypenny Prideaux, 2012).
Principal. The leader of a school at elementary, middle, or high school grade
level. The principal is one person in the school who has the most opportunity to exercise
leadership (Eliophotou Menon, 2014; Eyal Roth, 2011).
Teacher. A professional employee with certification to teach a course at
elementary, middle, or high school level, and assumes no leadership responsibilities in
addition to teaching (Bak Onn, 2010).
Teacher turnover. This includes teachers who leave the field of teaching,
teachers who change positions, and those who move to other schools (Boe, Cook,
Sunderland, 2008; Ingersoll, 2003).
Transactional leadership. A leader who leads the followers by using rewards and
punishments (Bass, Avolio, Jung, Berson, 2012).
Transformational leadership. A leader who is charismatic and recognizes
workers have higher-order levels of motivation, encourages trust and autonomy in the
workforce, and seeks to capitalize on those motivating factors through organizational
goals (Burns, 1978).

23
Years of experience. The total number of years an employee engages in a skill or
field of knowledge (Eddins, 2012).
Assumptions, Limitations, Delimitations
A major component of a research is specifying the assumptions upon which
explanations of commitment have been based. According to Gay, Mills, and Airasian
(2006), assumptions are elements important to the study, presumed to be true but not
actually verified. The following assumptions exemplified this study:
1. The study assumed the participants would answer the questionnaires
accurately and report honestly their feelings of job satisfaction and perception
of leadership styles (Gay et al., 2006). It ¡¢ ¡¢¢£¤¥¦ §¨¥ ¢£©¥§¢ ¥¢¢¥¢
were not deceptive; they answered the questions honestly and to the best of
their ability. Participants were assured of their confidentiality and anonymity
in writing. In addition, they could withdraw from the research at will, and
without ramification. The survey questions in MLQ 5x (Bass Avolio, 2004)
and JSS (Spector, 1994) are clearly stated and have high and consistent
validity and reliability ratings.
2. It was opined that participants would not be biased in answering the survey
questions The researcher took measures to protect the confidentiality of
participating teachers. Surveys were emailed directly from the researcher to
the participating teachers via their school email without any link or connection
to the emails of the rated leaders.
3. The sample assumed the integrity of the survey instrument. The authors of the
MLQ 5x (Bass Avolio, 2004) and JSS (Spector, 1994) used in the research
assert that there has been no evidence to indicate any systematic difference in
rating as a function of race or ethnicity of rater group or target leaders.
4. The study assumed the sample size was representative of the population of
middle school teachers being studied. Also it was assumed that participants
were those who were certified teachers with at least a year of teaching
experience in their present school. It was also assumed that most participants
came from the same geographical area
5. It was assumed that race and ethnicity might not be considered as factors in
data collection or analysis. The authors of MLQ instrument used in the
research asserts that there has been no evidence to indicate any systematic
difference in rating as a function of race or ethnicity of rate group or target
leader (Bass Avolio, 2004).

24
Limitations are variables that the researcher cannot control but could affect the
outcome of the research (Gay et al., 2006). The researcher kept the following limitations
in mind when interpreting the results:
1. The study was limited to the population available to be sampled. Some
members of the population may be unavailable due to personal issues such as
vacation, maternity leave, sickness, district training, or military duty.
2. The study was ¡¢¡£¤¥ £¦ £¤§¨©¤ ¡ ¡¤ £¦ §£¡¨¡§£¤ §¥ £¤§¨©¤
willingness to respond to and return the survey and questionnaire by the given
deadline. Though acceptable, the sample size was small. It had no negative
effect on the outcome of the study. A bigger sample size will result in more
significant outcome. Gender was not included in the analysis. Gender is a
potential confounder.
3. The study was limited by the methodology used. The study relied on self-
reported data. The results were ¦ § §¨¨§£¤ § £©¤ ¤¦¥¤£ ©¦¤£ ¡
answering the questions on the instruments.
4. The study was limited to data retrieved by the instruments used. Different
instruments could yield different results (Gay et al., 2006).
Delimitations are variables that are controlled by the researcher (Gay et al., 2006).
The following delimitations were relevant to this study:
1. This study was delimited to surveying only middle schools in South Texas.
2. This study was delimited to only certified middle school teachers who had
taught in the school for a semester as participants.
3. The study was delimited to the questions on the questionnaire.
4. The study was delimited to the timeframe in which the sample group had to
respond to the request for their participation (Gay et al., 2006).
Summary and Organization of the Remainder of the Study
Chapter 1 provided an introduction and background for the proposed study. This
chapter also described the problem this research addressed and the purpose, significance,
and limitations of the study. The purpose of this quantitative correlational study was to
analyze the relationship, if any, that existed between the perceived leadership styles of

25
¡¢£¤¥¦§¨¤© © ¤¡ ¤¨¡ ¥ ¤£ § ¤¥¦¤£¥¦§¨ ¤¨¡ ¥ ©¤¥¦§¨¦ ¥ ¨ ¥ ¤£
¤ § ! ¦ ¨£ ¤¨¡ ¥ ¤£ § ¤¥¦¤£¥¦§¨ ¦¨ ¥ ¥§ ¦¡¡© £ools in South
Texas. #$ ¨ ¥§¢% ¥¢¡¦ § ¡¢£¤¥¦§¨¤© © ¤¡ ¦ ¥ © ¤¨¡ ¥ ¤£ § ¤¥¦¤£¥¦§¨
have been done at elementary and high school levels (DeAngelis, 2013; Eyal Roth,
2011; Kiboss Jemiryott, 2014; Wahab et al., 2014), little information exists at middle
school level. The present quantitative correlational research filled existing gap in the
study of educational leadership styles at middle school level. This study examined the
relationship between the leadership style of principals, assistant principals, and
department heads of participating schools, otherwise referred to as educational leaders,
and the job satisfaction of teachers they managed.
Chapter 2 provided a theoretical foundation and a review of the literature
supporting this study. Chapter 3 discussed the methodology and research design, ethical
consideration, and limitations of the study. Chapter 4 provided the analysis of the data
and presents the findings and results related to the hypotheses tested. Chapter 5 provided
a summary and discussion of the results, draws conclusions from the data gained from the
study, and recommends practical application and further research. After receiving
approval from the Institutional Review Board (IRB), the researcher began the data
collection process during the third quarter of 2015. Data collection lasted three weeks.
The researcher hopes to complete this dissertation in December, 2015. The following
chapter presents a review of the theoretical foundations and literature that supported this
study.

26
Chapter 2: Literature Review
Introduction to the Chapter and Background to the Problem
The purpose of this quantitative correlational study was to analyze the
relationship, if any, that existed between the perceived leadership styles of educational
¡¢£¡¤¥ ¢¦£ §¡¢¨©¡¤ ¥¢§¥¢¨§¦ ¢¦£ §©¡ ¤¡ ¢§¦¥© ¡§¡¡¦ §¡¢¨©¡¤¥ ¡¢¤¥
¡ ¡¤¡¦¨¡ ¢¦£ §¡¢¨©¡¤¥ ¥¢§¥¢¨§¦ ¦ §©¡ § !££ ¡ ¥¨© ¥ ¦ #§© $¡ ¢¥% This
chapter analyzed and synthesized the literature relating to the study of educational
¡¢£¡¤¥© §¡¢¨©¡¤¥ ¡¢¤¥ ¡ ¡¤¡¦¨¡ ¢¦£ §¡¢¨©¡¤¥ ¥¢§¥¢¨§¦. The researcher
evaluated existing contributions from academic and professional journals, dissertations,
books, and electronic peer reviewed resources. In addition, this chapter addressed
transactional and transformational leadership theories as explained by Burns (1978) and
Bass (1985). In this study, the researcher examined how the independent variables of
educational ¡¢£¡¤¥© ¥§ ¡ ¢¦£ §¡¢¨©¡¤¥ ¡¢¤¥ ¡ ¡¤¡¦¨¡ ¦ #¡¦¨¡ §¡¢¨©¡¤¥
satisfaction at the middle school level.
The 2012 research study of Metropolitan Life Insurance Company (The
Metropolitan Life Insurance Company, 2012) revealed teachers §#¤¦¡¤ rates,
especially in high poverty schools are of great concern. It further reported 3 in 10 (29 %)
teachers may leave the profession for another profession within the next five years, a 12-
point increase from 17 % in 2009. Monypenny and Prideaux (2012) confirmed that
satisfied employees are less often absent from their jobs and are more committed to the
organization than employees with low job satisfaction levels. Ingersoll (2003) showed
half of teacher turnover is credited to job dissatisfaction. The research study by MetLife
The Metropolitan Life Insurance Company, 2012) estimated the number of new, full-time

27
teachers needed in the United States from 2008 through 2020 to be between 2.9 million
and 5.1 million. High teacher turnover is an added cost and inefficiency for school
districts and a hindrance to the progress of the district (Leithwood Sun, 2012). Studies
have shown how the motivational leadership of the school principal impacts teacher job
satisfaction (Eyal Roth, 2011; Firestone, 2010).
Principals are the catalysts motivating teachers to a higher purpose (Dale, 2012).
Contemporary employees will be willing to support leaders that encourage their
professional development (Dale, 2012; Odhiambo Hii, 2012). Increased teacher
satisfaction may reduce teacher turnover and helps to keep experienced teachers in the
classroom. Prior research studies examined and recognized the relationship between
principal leadership styles and teachers job satisfaction at elementary (Beycioglu et al.,
2012; Bogler Nir, 2012; Gumus, Bulut, Bellibas, 2013; Wahab et al., 2014) and high
school levels (Eyal Roth, 2011; Kiboss Jemiryott, 2014; Lucas et al., 2012; Tesfaw,
2014). Simultaneously, there are limited research studies of principal leadership styles
and teachers job satisfaction at the middle school level (Dale, 2012; Jackson, 2013). In
order to further understand the relationship between leadership styles and teacher job
satisfaction at middle school level, Dale (2012) and Jackson (2013) recommended more
studies of middle school principals leadership styles and teachers job satisfaction. This
study will extend the research on leadership styles and teacher satisfaction in South
Texas.
Using transactional and transformational leadership styles as theoretical
foundations, this research included the leadership styles of principals, assistant principals,
and department heads of participating schools. The principals, assistant principals, and

28
department heads were jointly referred to as educational leaders in this research. The
current research considered ¡¢ £¤¥¦§¢¤¨¢ ©¥ ¢¨¡¢ ¢ ©¥ ¢¢£¢¤¨¢ ©¤ ¢¨¡¢
job satisfaction. This research identified the efficacy of the educational leadership style in
practice and its ability to support ¢¨¡¢ job satisfaction, and encourage the intent of
teachers to remain in the profession.
This chapter discusses the theoretical foundations of the study. The current
research addressed the need for further research in educational leadership styles and
teacher job satisfaction. The researcher explored EBSCO Host, ProQuest Educational
Journal, ProQuest Central, Dissertation and Thesis section of online college library,
online journal and databases, government websites, books and articles from professional
journals, dissertations, and scholarly peer reviewed journals for the review of recent
literature and other documented contributions for this research. Other sources included
ERIC (EBSCO) Eric Digest and The Humanity and Social Sciences Collection.
The use of search instruments for the sub-themes in this literature review
produced 118 sources. The search terms included transformational leadership,
transactional leadership, school principal leadership, employee job satisfaction, teacher
job satisfaction, and teacher years of experience. Of the 118 sources, 89 had dates after
the year 2011. This accounted for 75% of the publications. Twenty-nine of these were
sources before the year 2011, forming about 24% of the sources. Five of the sources were
dissertations, accounting for about 6% of the sources. Scholarly books and founding
theories form about 9% of the sources. This analysis is represented in the tables below:

29
Table 1
Title Searches, Articles, Research Documents, Journals Researched Pre-2011 (2010 and
Earlier)
Category
Scholarly
Books
Empirical
Research
Dissertations
Scholarly Reviewed
Articles in Journal and
Periodicals
Founding
Theorists Total
Transformational
Leadership
2 1 2 0 5
Transactional Leadership 1 1 4 1 7
School Principal
Leadership
0 1 4 0 5
Employee Job Satisfaction 1 0 5 2 8
Teacher Job Satisfaction 0 2 1 1 4
Teacher Years of
Experience 0 0 0 0 0
Total 4 5 16 4 29
Table 2
Title Searches, Articles, Research Documents, Journals Researched Post 2010 (2011-
2016)
Category
Scholarly
Books
Empirical
Research
Dissertations
Scholarly
Reviewed Articles
in Journal and
Periodicals
Founding
Theorists Total
Transformational
Leadership
1 2 18 1 22
Transactional
Leadership
1 2 14 1 18
School Principal
Leadership 0 1 23 0 24
Employee Job
Satisfaction
0 3 6 1 10
Teacher Job
Satisfaction
0 8 4 0 12
Teacher Years of
Experience 0 0 3 0 3
Totals 2 16 68 3 89
This chapter begins with a discussion of conceptual models of leadership,
ultimately leading to the definition and explanation of transformational and transactional
leadership theory, which provides the basis for the theoretical framework of this study.

30
This chapter then discusses empirical studies and supporting literature on the school
principal leadership and teacher job satisfaction, employee job satisfaction, and teacher
job satisfaction. Literature is also reviewed and discussed on the transformational,
transactional, and passive avoidant leadership styles. The chapter concludes with a
discussion of the ¡¢£¤¡¥¦ §¡¢¥¨ © ¡¡¥¡£¡ ¢ ¨ ¡£¡ © teacher job
satisfaction.
Theoretical Foundations
Previous studies have connected job satisfaction to a number of positive
organizational effects such as reduced employee turnover (Dale, 2012; Eyal Roth,
2011), employee job involvement (Abualrub Alghamdi, 2012), absenteeism (Zahari
Shurbagi, 2012), and high levels of employee organizational commitment and
effectiveness (Monypenny Prideaux, 2012; Zahari Shurbagi, 2012). Ingersoll (2003)
¥¡¢ ¡ ¡¢¡¥¨¤ © ¢ ¡¢£¤¡¥¦¨ © ¨¢ ¨¢£ ©. A satisfied employee will stay on the job
and encourage increased productivity. ¤¡ !¡ ¥©© ¢ ¡ #¨¥¢£¡ $©%¢§¦¨
survey of 1,001 U.S. K-12 public school teachers in 2011 showed a dramatic reduction of
teacher job satisfaction (The Metropolitan Life Insurance Company, 2012). At 15 points
since the 2009 survey, this is the lowest level of job satisfaction in survey series in more
than two decades (The Metropolitan Life Insurance Company, 2012). The survey further
confirmed 44 percent of teachers were satisfied with their jobs, dropping from 59% in
2009. This reflected a decline © ¡¡¨ © ¨¡¡ ¨£¡ ¤¡ '()0¦¨. Leaders of schools must
give more attention to teacher job satisfaction to understand why, at such a crucial time,
teachers are experiencing increasing dissatisfaction (Wong, Wong, Peng, 2010).

31
Therefore, it was imperative to study the relevance of educational leadership to teacher
job satisfaction (The Metropolitan Life Insurance Company, 2012).
The theoretical foundations of this study were the theories of transformational and
transactional leadership (Bass, 1985; Bass Avolio, 2004; Burns, 1978). In this
research, the researcher examined Herzberg et al. ¡ (1959) motivators and hygiene factors
for potential relationship to teacher job satisfaction. The current research will extend
previous research and contribute to existing knowledge concerning the relationship
between perceived relationship between the behaviors of both educational leaders and the
job satisfaction level of teachers through the identification of an effective educational
leadership style, which promotes teacher job satisfaction in two middle schools in South
Texas. The current study considered ¢£¤ ¥¤¦§¢¨©¡£¨ ¤¢¤¤ ¢¤§£¤¥¡ ¤§¥¡ ©
experience and job satisfaction, and results of the sample may potentially extend to
similar socio-economic population of middle school teachers. Further, it can provide
middle school educational leaders with information that may support teacher job
satisfaction and reduce turnover. The current researcher surveyed the literature related to
transformational and transactional leadership style, its application in education, business
and other industries, and studied its role in employee job satisfaction. The literature
related to ¢¤§£¤¥¡ ¤§¥¡ © ¤¤¥¨¤¤ and its relevance to leadership and teacher job
satisfaction were examined.
Transformational leadership. Transformational leadership was coined by Burns
(1978) and extended by Bass and Avolio (2004). It is a leadership style that combines
©¥¤¥¡ ¥© ¢¨!¨¢ ¨¢£ employee development (Burns, 1978). Transformational
leaders are not focused exclusively on the task but also seek to engage followers by

32
motivating them to higher levels of performance (Burns, 1978). Burns noted
transformational leadership can raise the level of human conduct and ethical
considerations in the organization and transforms both the leader and follower. This form
of leadership involves an exceptional form of influence that moves followers to reach
their actual potential (Burns, 1978).
According to Bass et al. (2012), transformational leaders move followers beyond
their self-interests for the good of the group, organization, or society. Burns (1978)
¡¢¡ ¡£¤¡¥ ¦§¨©¨ ¡¡¥¨ Theory by expressing steps in satisfying employee needs as
affected by the transformational leader. According to Burns (1978), the transformational
leader meets the motivational needs of workers by first addressing their physiological
needs, then focusing on the next level of needs, until the greatest level of needs, such as
self-esteem and moral purpose, is achieved. A transformational leader relates with his or
her followers, incorporating charismatic and visionary leadership (Bass et al., 2012;
Keung Rockinson-Szapkiw, 2013). Transformational leadership is development-
¡£¡¥ ¢ ¡ ¨¡ ¢ ¤§£¡ !¡ ©¡§¥¡ ¨ ¢¤¨ £ ¡ £¥¥§© ¥¡¡©#¡£ ¢
subordinates and enhances their performance, which, in turn, leads to organizational
growth (Burns, 1978).
Scholars have contributed to the idea that transformational leadership makes a
difference in the lives of those being led (Blankenship, 2010; Burns, 1978; Eyal Roth,
2011; Onorato, 2013). Working for a transformational leader can be wonderful and
inspiring (Blankenship, 2010). Transformational leaders' impact on their followers is
their ability to nurture followers' needs, empower them, and give them a sense of mission
toward ethical and broad objectives that exceed their goals. Because effective leadership

33
plays an important role in the growth and better performance of an organization, a
transformational leader articulates a clear vision, serves as a model, and provides
attention and consideration to followers (Eddins, 2012; Keung, Rockinson-Szapkiw,
2013).
Transactional leadership. Burns (1978) defined transactional leadership as a
leader-follower relationship characterized by the exchange of rewards and punishments
with followers for services rendered or not completed (Eyal Roth, 2011). Burns
described this leadership style as an ¡¢ £¤¥¦£ ¦§ ¤¦¨¥¦©¦¤ ¡¨£ ¢ ¦ in which
leaders elicit followers through the reward of services. Transactional leaders guide
followers by clarifying role and task requirements (Varol Varol, 2012). The
transactional leader works through creating clear instruction structures and the rewards
for compliance. Transactional leadership offers reward or punishment based on the
performance of the worker (Ashley Trisha, 2013; Bass, 1985; Burns, 1978).
Transactional leadership begins with negotiating the contract whereby the
subordinates receive salary and other benefits and the company has the authority over the
subordinates. The focus for transactional leader is to maintain efficient management and
comply with organizational rules and policies (Bass Avolio, 2004). Transactional
leadership more explicitly involves an exchange process between the leader and the
followers with the intent to increase followers' compliance to the leader and the
organizational rules (Yukl, 2006). This study explored the relationship between
¨¢¥¦£© © ¤¥ ¤¢© £ ¢ ¨ ¤ ¦ ¤¢¥¤§¨¢¥¦£, using transformational and
transactional leadership styles (Burns, 1978), and ¢ ¥£§© £¨ ¦§ ¢ ¨ ¤ ¤ ¦§
experience on job satisfaction.

34
The following research questions guided this study:
RQ1: What, if any, relationship exists between perceived leadership styles of
educational leaders and teacher job satisfaction at two middle schools in South Texas?
RQ2: ¡¢£¤¥¦¢§¨¤©¢£¥§¡¥¥££§£¢¡©¨¢©of experience, and
£¢¡© ¢£¥¦¢£¥§¢££!¥¡¥§#$£¡%¢
RQ3: Do transformational, transactional, and laissez faire leadership styles of
educational leaders, as measured by the MLQ 5x (Bass Avolio, 2004), and
£¢¡©¨¢©of experience predict teacher job satisfaction, as measured by the
demographic questionnaire, at two middle schools in South Texas?
According to Eyal and Roth (2011), leadership is a key factor in teacher job
satisfaction and morale because the style of leadership of the school principal sets the
tone for the micro-politics within the school. The leader employs a style for decision-
making; this is a vital component of active leadership. Principals with effective
leadership style may create an enduring learning environment for student and engender
satisfied teachers (Ingersoll, 2003). It is an aptitude to inspire or encourage a person or a
group of persons to work eagerly toward a specified goal or objective under a precise set
of conditions.
Wahab et al. (2014) and Eyal and Roth (2011) employed the transformational and
transactional leadership styles to observe the relationship between leadership style and
teachers job satisfaction in elementary and high schools. These and other studies
(Castanheira Costa, 2011; Dilci Kalkan, 2013) viewed transformational leadership
style as a driving force in successful administration and learning processes in schools.
The current study extended previous research by examining the relationship between the

35
independent variable of educational leadership style ¡¢ £¤ ¥¦¤§¨© years of experience
and the dependent variable of £¤ ¥¦¤§¨© satisfaction in middle schools.
Review of the Literature
This chapter began with empirical studies relating to leadership and teacher¨© job
satisfaction ¡¢ £¦¤ §¤ £¡¨¦ ¤£¤¤¡ £¤ ¥¦¤§¨© ¤ §¨ ¤¤§¤¡¥¤ ¡¢ £¤ ¥¦¤§¨©
satisfaction. It concluded with scholarly contributions to the understanding of
transformational and transactional leadership styles, and empirical studies relating to
£¤ ¥¦¤§¨© £¤¡ §¤ ¡¢ £¤ ¥¦¤§¨© ¨ £¨ ¥£¡. The following themes were reviewed:
theoretical foundation or conceptual framework and review of the literature. Subthemes
relative to each of these themes included transformational leadership, transactional
leadership, employee job satisfaction, teacher job satisfaction, and teacher years of
experience. The summary concluded the chapter.
The influence of leadership styles on the job satisfaction of the employees cuts
across many professions (Ingersoll, 2003; Roberts-Turner et al., 2014). Research
established the existence of a relationship between employee job satisfaction, intent to
remain in the profession and absence from jobs (The Metropolitan Life Insurance
Company, 2012; Wells Welty Peachey, 2011). Their study findings reflected lower
turnover rates, less stress and more organizational commitment from employees with
higher identified job satisfaction because a satisfied employee may be more dedicated to
work than is a dissatisfied worker. Nadim, Muhammad, Masood, and Riaz (2012)
conducted quantitative research to investigate the impact of both transformational and
transactional leadership styles on job success and career satisfaction. A total of 240
responses (n = 240) from various private organizations working in Islamabad, the capital

36
city of Pakistan, were collected using various measures of the Transformational
Leadership Behavior Inventory (TLI) questionnaire along with items of job success and
career satisfaction. Results showed positive trends of all variables. While transactional
leadership was found to be significantly related to job success, a high relationship to
career satisfaction was found between both transformational leadership and job success.
Al Fahad, Al Hajri, and Alqahtani (2013) conducted a study to examine the
¡¢£¤¥¦§¨©¥ ¡¤¡¡§ ¨©¦¦¢ ¥§¥£¢¨ ¢¡£¡ ¨©¥ ¨¤¢¡¨ £§ ¤¡£©¡ ¨ £©¥¡¡¡§¤
motivation and consequent job satisfaction. A total of 320 randomly-selected heads of
instructional departments participated in the study. The study sample was randomly
selected, representing the population of heads of instructional departments within the
intermediate school level in Kuwait in the second semester of 2012. The results revealed
that a transformational leadership style was prevalent among principals when the
achievement of teachers motivation was positive. According to the findings, principals
employed transactional and transformational leadership styles to a considerable degree.
The implication suggested that school principals used the transformation style more than
the transactional style. In summary, there was a positive correlation between the
¥§¥£¢¨ ¤ £§¨¦ £¤¥¦§£¢ ¢¡£¡ ¨©¥ ¨¤¢¡ £§ ¤©¡ ¤¡£©¡ ¨ ¦ ¨£¤¥¨£¤¥¦§ £§
achievement motivation. This affirms the relevance of transformational leadership style
to teacher job satisfaction and intent to remain in the profession. Further, the findings
reveal the significance of leadership style to employee job satisfaction.
Firestone (2010) studied attitudes associated with evidence-based practice among
mental health care provision and hypothesized that transactional leadership would be
associated with more positive attitudes toward adopting evidence-based practices when

37
given requirements to do so. Participants in the quantitative study were 303 public sector
mental health service clinicians and case managers from 49 programs providing mental
health services to children, adolescents, and their families. Findings from the study
indicated providers whose immediate supervisors displayed transactional leadership
behaviors positively associate with transparency and requirements toward adoption of
evidence-based practice.
Researchers (Dale, 2012; Eyal Roth, 2011; Imhangbe, 2012; Ingersoll, 2003)
examined the effectiveness of various leadership styles exhibited by educational leaders,
and further examined the relationship between leadership style and job satisfaction. The
finding showed transformational leadership has a positive influence on job satisfaction.
To examine the relationship between educational leadership and teachers motivation and
job satisfaction, Eyal and Roth (2011) studied 122 Israeli teachers. The outcome of the
quantitative study affirmed a strong positive relationship between leadership style and
¡¢£¤¥¢¦§ ¨©¡£¡© £ © §£¡§£¤¡©, adding that principals played a significant role
in teacher job satisfaction.
Teacher job satisfaction has been shown to be a predictor of the intent of teachers
to remain in the profession (Sanzo, Sherman, Clayton, 2011; Sawchuk, 2012; Yeldell,
2012). According to Sanzo et al. (2011), teacher satisfaction is contingent on levels of
relationship between school leadership and the teachers. Further, the influence of leaders
application of transformational leadership qualities upon teachers significantly influenced
their perception of high efficacy and increased the rate of teacher job satisfaction (Nir
Kranot, 2006).

38
Teacher job satisfaction forms the basis of teacher intent to remain in the
profession, and motivation is an essential element in the study of job satisfaction. Two
¡¢ £ £¤¥¦ £ §¨¦©¤ -12 teachers appear disheartened and dissatisfied with their
jobs (The Metropolitan Life Insurance Company, 2012). The study revealed more
teachers will be needed in classrooms across the nation by 2017 (The Metropolitan Life
Insurance Company, 2012). The leadership styles of s ©¤¤ play a major role
in the performance of teachers (Nir Hameiri, 2014). Fenn and Mixon (2011) confirmed
that the transformational style raises the efficiency and productivity of an organization
because of its flexibility and how it gives the followers the chance to be creative. It is
essential to tend to the factors contributing to job satisfaction to help organizations
improve productivity levels.
This review discussed literature related to the years of experience of teachers and
its relevance to job satisfaction. The literature review examined the leadership positions
of the principal, the assistant principal, the department heads, and their influence on
teacher job satisfaction. In addition, it concluded with an overview and analysis of the
literature relative to teacher years of experience.
Transformational leadership. The transformational leadership model emerged
in education literature in the 1980s in response to the request of stakeholders in the
school system to raise job satisfaction standards and improves student academic
performance (Eyal Roth, 2011). The transformational leadership style gained
popularity and impetus as a considerable leadership style in the 1990s against the top-
down nature of instructional leadership and educational policies common in schools in
the 1980s (Ingersoll, 2003). Burns (1978) conceived of transformational leadership

39
during his reflection on the effec ¡¢£ ¤£¥¦£§¨©¡ ¥ §¡ £¨ ¨£ ©£ §¤¦¨ ¤¡ ¡¥¤
leaders stressing importantly, that transformational leaders meet the job satisfaction needs
of workers.
Transformational leadership is a process where leaders and followers engage in a
mutual process of elevating one another to higher levels of morality and enthusiasm
(Bass Avolio, 2004). According to Burns (1978), this leadership style involves
restructuring morale and motivation tactics that advance the organization from one level
to the next. Changing individuals and social systems is the ideal setting for
transformational leadership (Burns, 1978). Transforming followers into leaders through a
variety of mechanisms through motivation and morale is primarily the main goal of
transformational leadership (Burns, 1978). Burns (1978) believed that leaders can
energize followers with tasks that promote their performance and morale by allowing
followers to take ownership for their task and acknowledging their creative abilities. A
transformational leader possesses the ability to raise the level of human conduct and
ethical considerations in an organization to transform both the leader and follower.
Bass and Avolio (2004) further affirmed that a transformational leader is
passionate, instills energy into everything, and is sensitive to the success of followers.
Transformational leaders inspire trust in those they are leading, encouraging them to
think critically and seek new ways to approach their jobs. Further, this type of leader
motivates the followers by opening their understanding to the importance of the outcome
of a task (Obiwuru, Okwu, Akpa, Nwankwere, 2011).
All transformational leadership approaches deal with emotion and values working
in connection with developing the capacity and commitment throughout the organization,

40
¡¢£¢¤¥ ¦§§¢¨ © ¡¢ £¦©¦ © £¨ ©© ¥ © a positive manner. This leadership
style is in use not only in the academic arena, but also in other areas of organizational
leadership (Bass Avolio, 2004). Transformational leadership refers to how the leader
affects followers who are willing to trust, admire, and respect such leader (Bass
Avolio, 2004). Further, transformational leadership may be defined in terms of how the
leader affects dedicated followers (Bass Avolio, 2004). While embarking on improving
the organization, a transformational leader focuses on completely changing the
organization (Bass Avolio, 2004). Transformational leaders use vision to motivate
people to higher levels of effort and performance in organizations (Burns, 1978). Central
to transformational leadership is the ability to cast a vision, enable others to become a
part of the process, and empower them through shared leadership (Burns, 1978).
Transformational leadership is the ability to inspire people to change, improve,
and work as a team to achieve the objectives of the organization (Bass Avolio, 2004).
Transformational leaders sincerely serve the needs of others and empower and inspire
followers to achieve great success. They charismatically lead, set a vision, and instill
trust, confidence and pride in followers (Castanheira Costa, 2011; Eisenschmidt, Oder,
Reiska, 2013; Klassen Chiu, 2010). In addition, Bass and Avolio (2004) identified
the following three ways that leaders transform followers: increasing their awareness of
task importance and value, getting them to focus first on team or organizational goals
rather than their own interests, and activating their higher-order needs. Studies on
transformational leadership and its influence on teachers job satisfaction corroborates
several positive attributes of this leadership style among which is the impact teachers
believe they have on their job satisfaction and student achievement.

41
The quantitative study of Nir and Kranot (2006) in elementary schools in Israel on
leadership style and its influence o ¡¢£¤¥¢¦§¨ © §£¡§£¤¡ ¤ ¦¢ §¢¢¦£ §¡¢
attributes of this leadership style. Nir and Kranot (2006) found teachers who perceived
they have high self-¢¤£¤ £§ £ ¦¢§ ¡ ¡¥¢¦ ¢£¢¦¨§ §¢ ¡¦£ §¦£¡ £ ! £¡¢§
had a higher rate of job satisfaction. These teachers believed they positively influenced
the achievement of their students, coped with workplace stress, and stayed in their
positions. ¦£ §¦£¡ £ ¢£¢¦§¨ £¤¡ ¡¥¢¦ #¢¦§ #£§ £§¤¦¢ ¡ ¡¥¢¦
ability to nurtu¦¢ #¢¦§¨ ¢¢§$ ¢#¢¦ ¡¥¢$ £ %¢ ¡¥¢ £ §¢ §¢ §§
toward ethical and broad objectives that exceed their own goals.
Tesfaw¨§ (2014) quantitative research was to examine the relationship between
transformational leadership of government secondary school principals and teachers' job
satisfaction in Ethiopia. A random sample of 320 teachers responded to a three-part
instrument (the transformational leadership questionnaire, the teachers¨ job
satisfaction questionnaire, and a demographic section). The findings indicated that a
moderate, positive and significant relationship exists between transformational leadership
overall teachers' job satisfaction. Furthermore, the relationship between each component
of transformational leadership and teachers' job satisfaction was found to be moderate,
positive, and significant. The study suggested that principals of government secondary
schools in Ethiopia should be more attentive to developing efficient teamwork and
express concern while reposing trust in their teachers through transformational leadership
behaviors.
From a randomly generated sample of 135 public schools in the province of
Alberta, Canada, 77 schools consisting of schools from K through 12th grade agreed to

42
participate in a study on leadership attributes of principals by Hauserman and Stick
(2013). Ten randomly selected teachers from each participating school were asked to
complete the Multifactor Leadership Questionnaire 5x (Bass Avolio, 2004) for their
respective principals. Ten teachers were then selected for in-depth interviews. Five of the
teachers worked with principals who were characterized as highly transformational. The
interpretation of the data indicated teachers strongly preferred behaviors that aligned with
the aspects of transformational leadership. Teachers with highly transformational
principals gave much more vivid and detailed descriptions and provided many examples
for each of the four transformational leadership variables of idealized influence,
individualized consideration, inspirational motivation, and intellectual stimulation. The
studies by Tesfaw (2014) and Hauserman and Stick (2013) indicated that teachers at all
grade levels trusted, and would prefer to work under the leadership of transformational
leaders. These studies suggested that the elements of transformational leadership are not
level specific.
¡ ¢ £¤¢¡¥¦¥¢¥¦§¨ ©¥¤ ¦¡¦¢© ¨¢¨©¦ ¢¡ ¥¨¢¨ ! ©¢¥¦©¢¥¦¡© ¦¡
China by Hui et al. (2013), a total of 539 questionnaires were posted to 180 elementary,
172 secondary and 187 high school teachers situated within the province of Xinjiang in
China. Only 210 copies were completed and returned. Wahab et al. (2014) conducted a
study to determine the level of leadership practices by headmasters in the primary
national schools in the district of Temerloh, Malaysia. The study also observed the level
¥¨¢¨© ! ©¢¥¦©¢¥¦¡ ¢¡ ¥¨¢¨© commitments as well as the relationship with
the practice of transformational leadership by headmasters. The respondents consisted of
240 teachers working in 10 primary schools in the district of Temerloh, Pahang. The

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