Date of Award
2000
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Larry McNeal, Ph.D.
Abstract
The purpose of the study was to determine the existence of a relationship between teacher self-reported job satisfaction and the perception of administrative listening skills. Thirty secondary schools were chosen from the three largest school districts in central Arkansas. Twenty-nine schools participated in the study. As defined by the Arkansas Department of Education, the term secondary includes grades seven through twelve; therefore, three levels of schools were included in the sample: high school, junior high school, and middle school. The predictor variable was administrative listening and the criterion variable was job satisfaction with supervision. Instrumentation included the Leadership Behavior Description Questionnaire Form XII (LBDQ Form XII) and Gilbert's 19-item Principal Listening Perceptionnaire. The Perceptionnaire measured two factors: (a) barriers to effective listening, and (b) hearing. Job satisfaction was defined by the factor Consideration, which is described in four of the twelve subscales in the LBDQ Form XII: Demand Reconciliation, Persuasion, Tolerance of Freedom, and Consideration. Pearson product-moment correlation coefficients were calculated for intercorrelations among subscales, indicating consistency among responses measuring the four subscales of support.
Recommended Citation
Tackett, John David, "Self-Reported Teacher Job Satisfaction and Perception of Administrative Listening Skills" (2000). Theses and Dissertations. 124.
https://research.ualr.edu/etd/124
