35

DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION

REFERENCES

Azash, S. M., Kumar, M. S., & Safare, R. (2011). The motivational factors and job
satisfaction: A study on selected public and private sector bank employees in Kadapa
district, Andhra Pradesh. Researchers World, 2(4), 161-168

Bogler, R. (2001). The influence of leadership style on teacher job satisfaction.

Educational Administration Quarterly, 37(5), 662-683.

Chang, Y., Leach, N., & Anderman, E. M. (2015). The role of perceived autonomy
support in principals’ affective organizational commitment and job satisfaction. Social
Psychology of Education: An International Journal, 18(2), 315-336.

Cooper, B. S., & Conley, S. C. (2011). Keeping and improving today's school leaders:
Retaining and sustaining the best. Lanham, MD: Rowman & Littlefield Education.

Cowan, D., Joyner, S., & Beckwith, S. (2012). Getting serious about the system: A
fieldbook for district and school leaders. Thousand Oaks, CA: Corwin Press.

Creswell, J. (2013). Qualitative inquiry & research design: Choosing among five
approaches (3rd ed.). Los Angeles, CA: Sage.

Darmody, M., & Smyth, E. (2016). Primary school principals ' job satisfaction and
occupational stress. The International Journal of Educational Management, 30(1), 115-
128.

DeMatthews, D., & Mawhinney, H. (2014). Social justice leadership and inclusion:
Exploring challenges in an urban district struggling to address inequities. Educational
Administration Quarterly, 50(5), 844-881.

Durand, F. T., Lawson, H. A., Wilcox, K. C., & Schiller, K. S. (2016). The role of
district office leaders in the adoption and implementation of the Common Core State
Standards in elementary schools. Educational Administration Quarterly, 52(1), 45-74.

Farrell, C. C. (2015). Designing school systems to encourage data use and instructional
improvement: A comparison of school districts and charter management organizations.
Educational Administration Quarterly, 51(3), 438.

Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: Relations with

burnout, job satisfaction and motivation to quit. Social Psychology of Education: An
International Journal, 15(3), 295-320.
 36
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
Fullan, M. (2002). The role of leadership in the promotion of knowledge management in
schools. Teachers and Teaching, 8(3), 409-419.

Fullan, M. (2010). The awesome power of the principal. Principal, 89(4), 10-12.

Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, CA:
Jossey-Bass.

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools,
districts, and systems. Thousand Oaks, CA: Corwin Press.

Graham, M. W., & Messner, P. E. (1998). Principals and job satisfaction. The
International Journal of Educational Management, 12(5), 196-202.

Griffith, J. (2004). Relation of principal transformational leadership to school staff job

satisfaction, staff turnover, and school performance. Journal of Educational
Administration, 42(3), 333-356.

Haj, S. J., & Jubran, A. M. (2016). The extent of principals’ application of the
transformational leadership and its relationship to the level of job satisfaction among
teachers of Galilee region. Journal of Education and Practice, 7(11). Retrieved from
http://www.iiste.org/Journals/index.php/JEP/article/view/29853

Honig, M. I. (2012). District central office leadership as teaching: How central office
administrators support principals’ development as instructional leaders. Educational
Administration Quarterly, 48(4), 733-774.

Johnson, P. E., & Chrispeels, J. H. (2010). Linking the central office and its schools for
reform. Educational Administration Quarterly, 46(5), 738.

Katzell, R., & Yankelovich, D. (1975). Improving productivity and job-satisfaction.

Organizational Dynamics, 4(1), 69. Kennedy, C. (2002). The principalship: Too much
for one person? Principal, 82(1), 2831.

Kirtman, L., & Fullan, M. (2015). Leadership: Key competencies for whole-system
change. Bloomington, IN: Solution Tree Press.

Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make
extraordinary things happen in organizations (5th ed.). San Francisco, CA: Jossey-Bass.
 37
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
Klocko, B. A., & Wells, C. M. (2015). Workload pressures of principals. NASSP
Bulletin, 99(4), 332-355.

Leech, N., & Onwuegbuzie, A. (2011). Beyond constant comparison qualitative data
analysis: Using nVivo. School Psychology Quarterly, 26(1), 70-84.

Leithwood, K. A. (1995). Effective school district leadership transforming politics into

education. Albany: State University of New York Press.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). Review of
research: How leadership influences student learning. New York, NY: Wallace
Foundation.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful
school leadership. School Leadership & Management, 28(1), 27.

Leithwood, K. A., Mascall, B., & Strauss, T. (2009). Distributed leadership according to
the evidence. New York, NY: Routledge.

Leon, R. (2008). District office leadership: Hero or villain? Educational Leadership and
Administration: Teaching and Program Development, 20, 46-56.

Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right
balance. Bloomington, IN: Solution Tree Press.

Menon, M. E. (2014). The relationship between transformational leadership, perceived

leader effectiveness and teachers' job satisfaction. Journal of Educational
Administration, 52(4), 528-509.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks,
CA: Sage.

Notman, R. (2012). Intrapersonal factors in New Zealand school leadership success.

International Journal of Educational Management, 26(5), 470-479.

Pengilly, M. M. (2010). An examination of principal job satisfaction (Doctoral

dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No.
3422736)

RA 9155 Governance of basic Education Act of 2001

DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION 38
Roelle, R. J. (2009). Better school superintendents, more effective principals? A study of
the relationship between superintendent leadership practices and principal job
satisfaction (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses
database. (UMI No. 3407464)

Simmons, J., & Codding, J. B. (2006). Breaking through: Transforming urban school
districts. New York, NY: Teachers College Press.

Singh, C. (2015). Superintendent leadership practices that contribute to principal job

satisfaction (Doctoral dissertation ). Available from ProQuest Dissertations and Theses
database. (UMI No. 3710037)

Shoho, A. R., Barnett, B., & Cyprès, A. T. (2010). The challenges for new principals in
the twenty-first century: Developing leadership capabilities through professional
support. Charlotte, NC: Information Age.

Sodoma, B., & Else, D. (2009). Job satisfaction of Iowa public school principals. Rural
Educator, 31(1), 10-18.

Waters, T. J., & Marzano, R. J. (2006). School district leadership that works: The effect
of superintendent leadership on student achievement. A working paper. Denver, CO:
Mid-Continent Research for Education and Learning (McREL).
 39
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
APPENDICES

APPENDIX A

E-MAIL INVITATION TO PARTICIPATE

Invitation Email to Participants –

Dear _______________,

I am a Ph.D. student in St. Paul University-Surigao major in Educational Management

conducting a dissertation study titled: District Office Leaderships Practices Impact on
Principal Job Satisfaction, which is focused on district office supervisor leadership
behaviors impact on principal job satisfaction. I am contacting you to see if you would
be willing to participate in an interview.

This study will look at how the practices and behaviors of district suprvisors impact
principal job satisfaction and what actions or supports have a positive impact on
principals. I would like to understand your perception of district office leaders’ practices
and behaviors and its impact on your job satisfaction.

Your participation is completely voluntary, and you may withdraw your participation at
any time during the process. If you meet the criteria 1) have been a site administrator
more than a year, 2) work as an elementary school principal in the division of Surigao del
Sur, and 3) are over 28 years old, and agree to participate the process will resemble the
following:

Please complete this brief survey (as this will not be collected later): Yes, I am interested
in participating in the study: ____ # of years experience as a principal: ____ Gender:
Male ___, Female ___.

I will schedule an appointment and travel to you, at your convenience. I will need to
present the purpose of the study and the elements of the informed consent form, have you
sign the informed consent if you agree, and we will then proceed with the interview. The
potential risks involved in this study maybe a compromise of identifiable information
and/or your social group or status may be impacted by participating. Strong confidential
procedures have been put in place as safeguards to these risks. The participants' positions
with their employer, institution, school, etc. will not be jeopardized by participating or
not, nor by the content of their answers. In addition, the participant may withdrawal from
the study at any time. The entire process will take no more than 60 minutes. The
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
interview will be audio recorded and then later transcribed. The recorded interviews will
be transferred from mobile device to stationary device immediately upon completion of
the interview. If you would like to participate, but do not wish to be recorded, I will hand
write your responses and create a transcript of your responses. You will receive a copy
of your interview transcript and you will be asked to read the transcript for accuracy and
respond in writing by clarifying and/or correcting any information. The time for this
review is estimated to take approximately 30 minutes and responses should be returned to
me within 5 days.

All data collected during this study will remain confidential. Neither your name, nor the
name of your district will ever be used in the study result. The demographic information
provided by the participant will also not be tied to your interview answers in an effort to
provide additional confidentiality. An informed consent document is attached to this
email. It contains more information about my study with instructions for giving your
consent.

Please let me know if this request is agreeable to you. I am also pleased to answer any
questions that you might have.

Thank you in advance for your consideration,

madrilyn.cabahug@gmail.com
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
APPENDIX B

INFORMED CONSENT

Informed Consent

CONSENT TO PARTICIPATE IN RESEARCH

District Office Leaderships Practices Impact on Principal Job Satisfaction

You are being asked to participate in a research study conducted by Madrilyn U.

Cabahug a student in the Ph.D. in Educational Mangement program at Saint Paul
University. This study will contribute to my dissertation. You were selected as a possible
participant in this study because you were identified as a principal who has served in the
capacity of administrator for one year or more, work in an elementary in the division of
Surigao del Sur, and are over 28 years of age.

PURPOSE OF THE STUDY

The purpose of this qualitative study is to explore the impact that district office leadership
has on principal job satisfaction. This study will look at how the leadership practices and
behaviors of district office supervisors impact principal job satisfaction and will identify
positive supports provided.

PROCEDURES

If you decide to participate in this study, you will be asked to participate in an interview
that will be conducted in person. The interview will take no more 60 minutes. A
recording device will be used to capture the full duration of the interview. If a participant
chooses not to be audio recorded, they may still participate. The researcher will hand
write responses on the participant questionnaire and then create a transcript.

Rev, a confidential transcript service, will transcribe the audio recording. A copy of your
interview transcript will be emailed to you. You will be asked to read the transcript,
respond in writing by clarifying and/or correcting any information, and then return it to
the researcher within 5 days (if needed). The review of the transcript may take the
participant approximately 30 minutes.
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY

All participants will be given a summary of research findings. No direct benefits are
available to the participants in this study.

This study has the potential to add to the body of literature when examining principal job
satisfaction and how a district office supervisors and leaders may direct their work to
support principal job performance, which is directly related to job satisfaction.

AUDIO RECORDING –AGREEMENT TO PARTICIPATE

The researcher intends to use voice recording (audio) to capture interviews. The recorded
interviews will be transferred from a mobile device to stationary device immediately
upon completion of the interview. Participants will be asked if they agree or disagree to
the audio recording within the informed consent form. If a participant does not consent to
the audio recording of the interview, they may still participate in the study. Your answers
will be written by hand on the participant’s questionnaire by the researcher during the
interview. The researcher will transcribe voice recordings and hand written response.
Participants have the right to review the transcripts and submit in writing corrections or
clarifications to the transcripts. This researcher will be the only person who has access to
recordings. The recordings will be used for educational purposes and will be erased upon
transcription.

I agree to audio recording: _____ (initial) I do not agree to audio recording:_____

(initial)

SIGNATURE OF RESEARCH PARTICIPANT

I understand the procedures described above. My questions have been answered to my

satisfaction, and I agree to participate in this study.

________________________________________ Printed Name of Participant

________________________________________ Signature of Participant

_________________________________________Date
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
APPENDIX C

LEADERSHIP PRACTICES AND BEHAVIORS—JOB SATISFACTION

INTERVIEW QUESTIONS

Leadership Practices and Behaviors – Job Satisfaction Interview Questions

Note: The interview is in 3 sections. Begins with job satisfaction questions and then is
followed by the Five Exemplary Practices of Leadership with the definition and closes
impactful supports. Demographic information will be gathered from participants’ e-mail
response to volunteer to participate.

Section 1 – Job Satisfaction

1. How would you describe your feeling of job satisfaction (High, Medium, Low)?

2. When reflecting on your job satisfaction, what do you think has the greatest influence
on it?

Section 2 – Five Leadership Practices

When thinking of your district leadership (supervisor)…

Model the Way. Displaying a deep commitment to one’s own personal beliefs and
values, and sets an example for others through daily actions (Kouzes & Posner, 2012).

3. What does Model the Way look like to you?

4. How has he/she/they clarified values and affirmed shared values with you? What do
the examples look like in his/her daily actions?

Inspire a Shared Vision. Enlisting others in a common vision of the future by imagining
unlimited possibilities and then appealing to shared aspiration of others (Kouzes &
Posner, 2012).

5. How does he/she/they enlist others to believe in the excitement of the future of your
organization?

6. How does he/she/they get you to share in the vision of your organization? Do you
share aspirations with your leaders?
DISTRICT OFFICE LEADERSHIP PRACTICES’ IMPACT ON PRINCIPAL JOB SATISFACTION
Challenge the Process. Is searching for opportunities by seizing the initiative and by
looking outward for innovative ways to improve. It is the willingness to experiment and
take risks, while understanding that mistakes and failure is inevitable (Kouzes & Posner,
2012).

7. How are you supported in seizing opportunities and taking risks?

8. How are mistakes and failures handled?

Enable Others to Act. Involves fostering collaboration, sharing responsibility, and

developing others by increasing determination and competency (Kouzes & Posner, 2012).

9. How does he/she/they enable others to act?

10. How does he/she/they help increase your determination and competency?

Encourage the Heart. Showing appreciation for individual excellence and celebrating the
values of and victories of the community by encouraging the team (Kouzes & Posner,
2012).

11. How does he/she/they show appreciation for individual excellence? How does
he/she celebrate the values of the team?

12. How does he/she/they provide encouragement?

Section 3 – Impactful Supports

13. When thinking about supports provided to you by your district directors, please share
what supports have had the most positive impact on your job outlook and performance?

14. If you had to choose one leadership practice discussed in this interview, which one do
you believe has the most impact on your job satisfaction?