A relational study of principal leadership styles, faculty morale, and faculty job satisfaction at selected elementary schools
The purpose of this study was to determine if a significant relationship existed between principal leadership styles, faculty morale, and faculty job satisfaction at selected elementary schools. Specifically, the study examined if the perception teachers had of their principals. leadership styles had an impact on faculty morale and faculty job satisfaction of teachers in Kindergarten through sixth grade at selected elementary schools in one school district located on the Mississippi Gulf Coast. The Leadership Practices Inventory (LPI) provided data that identified the perceived leadership styles of the school principals. The Purdue Teacher Opinionnaire (PTO) provided data that identified faculty morale and faculty job satisfaction. Eleven elementary schools in a school district located on the Mississippi Gulf Coast were selected to participate in this study during the Fall of 2013. A total of 623 surveys were distributed to the teachers and staff of the 11 selected elementary schools. Of those 623 surveys distributed, 139 surveys were returned, yielding a participant return rate of 22%. Participants in this study were teachers, teacher assistants, school counselors, school nurses, and librarians. The results of this study indicated that there were no significant relationships between the perceived principal leadership styles, faculty morale, and faculty job satisfaction at the selected elementary schools.