The Mississippi Student Achievement Improvement Act and The No Child Left Behind Act: Leadership and teacher motivation

Laurie Aycock Pitre


The purpose of this study was to examine the relationship between school leadership style, either initiating structure or consideration, and work motivation of elementary teachers to meet the standards of the Mississippi Student Achievement Improvement Act and the No Child Left Behind Act . The three subscales of motivation are: (1) Intrinsic, (2) Extrinsic, and (3) General Satisfaction. The two instruments used to gather the data from elementary school teachers were the Leader Behavior Description Questionnaire and the Minnesota Satisfaction Questionnaire . A total of 547 questionnaire packets were delivered to 22 elementary schools in seven school districts in Mississippi. There were 340 completed questionnaire packets, giving a response rate of 62%. This was a quantitative study that utilized questionnaires as the source of measurement. Exploratory and confirmatory analyses were used side by side in the present study. Descriptive statistics such as mean and standard deviation were obtained for each variable. Multiple linear regression analyses were used to determine the relationship between variables. The .05 level of significance was used to make decisions for accepting the hypotheses. The review of literature of leadership style and motivation theory identified the conceptual framework for this study. The conceptual framework was based on Fielder's Contingency Theory, Maslow's Needs Theory, Herzberg's Two-Factor Theory, and Vroom's Expectancy Theory. The findings of this study indicated that there is a significant relationship between extrinsic motivation, intrinsic motivation and general satisfaction and principals' leadership behaviors consideration and initiating structure.