The effects of the leadership styles of Taiwanese junior college presidents on teacher job satisfaction

Abstract

The purpose of this dissertation was to investigate the relationship between the leadership styles of Taiwanese junior college presidents and teacher job satisfaction. The study examined the difference in teachers' perceptions of presidents' leadership style and teachers' job satisfaction, the degree of agreement between teachers' perceptions and presidents' self-perceptions, the difference in leadership style and presidents' age, tenure, school status and size; the difference in job satisfaction and teachers' gender, age, job tenure, education, academic rank, school status, and school size. Data were obtained from 20 presidents and 282 teachers. The Presidents' Leadership Orientations questionnaire collected data from presidents. The Presidents' Leadership Orientations and Teacher Job Satisfaction questionnaires collected data from teachers. Data were analyzed by t-tests, ANOVA, Chi Square, and Scheffe's test for comparing contrasts. Descriptive analyses yielded means, standard deviations, frequencies, and percentages. All results were tested at the 0.05 level of significance. Findings: General job satisfaction was related to number, but not to type, of leadership frame. Teachers' and presidents' perceptions of leadership style used were congruent. Leadership style did not differ with presidents' age, job tenure, school size, or school status. Teacher satisfaction with teaching, school environment, administration/supervision, job remuneration, and promotion differed with school size. Satisfaction with teaching and promotion differed with gender. Satisfaction with teaching, administration/supervision, job remuneration, and promotion differed with academic rank. Satisfaction with school environment differed with supervision/administration and age. Satisfaction with supervision/administration differed with tenure. There was no difference between educational level and any of the satisfaction measures.