Education Commons^™

Principal-Teacher’S Decision-Making Power Relationship: A National Study Based On Sass 2003-04 Data, Jiangang Xia

Dissertations

There is a theoretical controversy in the literature of educational leadership over whether principal-teacher’s power relationship is a zero-sum game or a win-win situation. The zero-sum game theory implies that when teachers gain more power, principals have less, and when teachers have less power, principals gain more. In contrast, the win-win theory suggests that to share power with teachers potentially increases principal’s power as well.

There are two issues involved with this controversy: first, researchers debate whether principal-teacher’s power relationship is a win-win situation or zero-sum game, however, the power concept and power relationship were not clearly conceptualized; and, second, …

Principal Leardership Behaviors Which Teachers At Different Career Stages Perceive As Affecting Job Satisfaction, Valari Hill

Dissertations

The purpose of this qualitative study was to explore the perceptions of teachers as to how the leadership of their principal affects their job satisfaction. This study collected the view of teachers at different career stages and examined their perceptions and needs. The participants consisted of 12 elementary school teachers at three different career stages (beginning, middle, and late).

Qualitative analysis of the interview data revealed three major themes and nine subthemes.

The first theme reveals that principal leadership style is not consistent and includes the subthemes: (1.1) principals are not successfully sharing their vision with teachers, (1.2) principals attempt …