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Princ ipals and jo b satisfac tio n Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 5 [1 9 9 8 ] 1 9 6 –2 0 2
Mot iva t ion -H ygien e T h eor y w a s t h e focu s of t h r ee s t u d ies of job s a t is fa ct ion of s ch ool p r in cip a ls. T h e p u r p ose of ea ch s t u dy w a s t o d et er m in e if t h e in t r in sic fa ct or s in d eed con t r ibu t ed t o job s a t is fa ct ion . All t h r ee r esea r ch p r oject s con fi r m ed H er zb er g’s cla im s t h a t a ch ievem en t , r ecogn it ion , a dva n cem en t , n eed for a u t on om y, a n d self-a ct u self-a lizself-a t ion w er e t h e m self-a jor fself-a ct or s in m ot i-va t in g p r in cip a ls t o p er for m a t t h eir m a xi-m u xi-m levels, t h u s lea d in g t o h igh d e gr ees of job s a t is fa ct ion . Sign ifi ca n t job d is s a t is fi er s w er e fou n d t o b e p er s on a l life, s u p er v ision , r ela t ion s h ip s w it h su p er ior s, r ela t ion sh ip s w it h s u b or d in a t es, a n d r ela t ion sh ip s w it h p eer s. T h ese st u d ies w er e con d u ct ed by Gr os s a n d N a p ior (1967), An t on (1974) a n d Sch m id t (1976).
Job satisfaction factors
Cen t r a l office su p er v isor s w er e a s k ed t o lis t t wo exp er ien ces – on e t h a t led t o ext r em ely good feelin gs a b ou t t h e job a n d a n ot h er t h a t led t o ext r em ely b a d feelin gs. T h ese w er e cla s s ifi ed in t o d issa t is fi er s (“t h e w in t er ”) a n d sa t isfi er s (“t h e w a r m ”) by Cr ew s (1979). T h e t wo m a in sou r ces of job d iss a t is fa ct ion w er e in t er p er son a l r ela t ion s a n d s ch ool p olicy. T h e t op t wo s a t is fi er s w er e a ch ievem en t a n d r ecogn it ion .
On e of t h e few n a t ion a l st u d ies of job sa t is fa ct ion of s ch ool su p er in t en d en t s w a s con -d u ct e-d by Ch a n -d (1982). T h e r es u lt s r evea le-d a s t r on g p os it ive cor r ela t ion b et w een job sa t isfa ct ion a n d feelin gs con cer n in g t h e su p er in t en d en t ’s s t a t u s in t h e com m u n it y, a sen se of a ch ievem en t in t h e p r ofes sion , a n d t h e p r os p ect s of con t r a ct r en ew a l. Ch a n d a lso fou n d t h a t 83 p er cen t of t h e r es p on d en t s r e p or t ed h igh over a ll sa t is fa ct ion , a n d 73 p er cen t wou ld ch oose t h e s u p er in t en d en cy a ga in if given a ch oice.
In a r ela t ed st u dy of s u p er in t en d en t s (Gr a -h a m , 1985), 75 p er cen t of t -h e su b ject s wou ld ch oos e t h e su p er in t en d en cy a ga in . Com p a r -in g r ela t ively n ew a d m -in is t r a t or s (t h r ee yea r s of exp er ien ce or less ) w it h vet er a n su p er in t en d en t s (15 yea r s or m or e), it w a s d is cover ed t h a t t h e m or e exp er ien ced s ch ool lea d er s w er e sign ifi ca n t ly m or e s a t is fi ed w it h t h eir co-wor k er s a n d p ay. T h e in exp er ien ced su p er in t en d en t s w er e sign ifi ca n t ly m or e sa t isfi ed w it h op p or t u n it y for p r om ot ion . Over a ll, t h e r es p on d en t s r e p or t ed h igh levels of sa t isfa ct ion in a ll a r ea s.
The gender factor
Wor ld w id e wom en ea r n on ly a b ou t t wo-t h ir d s a s m u ch a s m en (Wom en s In wo-ter n a wo-tion a l
N etw ork N ew s, 1991). H ow ever, wom en m a n -a ger s -a r e g-a in in g gr ou n d . For ex-a m p le, wom en m a n a gem en t a ccou n t a n t s a r e b e gin n in g t o cr a ck t h e “gla s s ceilin g” (CPA J ou r -n a l, 1996). I-n co-n t r a st , Sim p so-n (1995) r e p or t s t h a t wom en h old in g t h e MBA d e gr ee con -t in u e -t o b e les s su cces sfu l -t h a n a r e m en in r e ga r d t o sa la r y a n d ca r eer a dva n cem en t s.
H ow ever, sign ifi ca n t ch a n ges h ave occu r r ed in t h e wor k p la ce in t h e 1980s a n d 1990s. Ga in s by wom en h ave p a r a lleled ch a n ge in wor k -p la ce cu lt u r e w h er e t h e in d iv id u a l's est eem a n d n eed s a r e a t t en d ed t o m or e clos ely (Gibb s et a l., 1995). Wom en a p p r oa ch m a n a gem en t d iffer en t ly t h a n d o m en . For exa m p le, wom en “b r in g con cer n , n u r t u r in g a n d ca r in g t o t h e wor k p la ce” (Wom en in B u sin ess, 1997).
Bu r k e a n d McKeen (1994) r e p or t t h e follow -in g su ccess fa ct or s for wom en -in t h e ea r ly st a ges of t h eir m a n a gem en t ca r eer s: • a ccess t o ed u ca t ion a n d d evelop m en t
t r a in in g;
• d evelop m en t of m en t or s a n d sp on sor s; a n d • t h e level of ch a llen ge a n d d em a n d s r ela t ed
t o h om e a n d fa m ily r es p on sib ilit ies. Un les s t h es e fa ct or s a r e a t t en d ed , wom en t en d t o exp er ien ce less job sa t isfa ct ion t h a n d o m en (Win ga r d a n d P a t it u , 1993). Bla ck -m or e a n d Ken w ay (1993, p.98) st a t e:
... ed u ca t ion a l a d m in is t r a t ion r em a in s, for t h e m ost p a r t , ob s t in a t ely gen d er -blin d ... a n d t h a t t h e m a le-s t r ea m / m a in s t r ea m is u n lik ely t o m ove in a fem in ist d ir ect ion ...
The study
T h e d efi n it ion of job sa t isfa ct ion u s ed in t h is st u dy w a s: “An a ffect ive r esp on se by in d iv id u -a ls r esu lt in g fr om -a n -a p p r -a is-a l of t h eir wor k r oles in t h e job t h a t t h ey p r esen t ly h old ” (Glick , 1992). An eigh t -it em s u r vey, t h e Pr in ci-p a ls J ob S a tisfa ction S u r v ey (P J SS), w a s d evelop ed t o id en t ify t h e level of job sa t isfa c-t ion of Am er ica n m idw esc-t er n p u blic sch ool p r in cip a ls for t h e follow in g fa ct or s:
Mic hae l W. Graham and Philip E. Me s s ne r
Princ ipals and jo b satisfac tio n Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 5 [1 9 9 8 ] 1 9 6 –2 0 2
p u blic s ch ool p r in cip a ls (n = 500) a s ob t a in ed fr om a m a ilin g lis t p r ov id ed by t h e M is sou r i De p a r t m en t of E lem en t a r y a n d Secon d a r y E d u ca t ion . T h er e w er e 226 com p let ed a n d r et u r n ed s u r vey for m s d et er m in ed t o b e u s ea ble. T h is r es u lt ed in a 45.2 p er cen t r et u r n r a t e. T h e st u dy gr ou p w a s com p r ised of 62.4 p er cen t m a le (138) a n d 37.6 p er cen t fem a le
(83) s ch ool p r in cip a ls. T h e bu ild in g levels r e p r esen t ed in t h e p r in cip a lsh ip s w er e d is-t r ibu is-t ed a s follow s: 65 elem en is-t a r y p r in cip a l-sh ip s (28.8 p er cen t ); 55 m id d le sch ool p r in ci-p a lsh ici-p s (24.3 ci-p er cen t ); 62 ju n ior h igh sch ool/ sen ior h igh sch ool p r in cip a lsh ip s (27.4 p er cen t ); a n d 44 ot h er p r in cip a lsh ip s (19.5 p er cen t ). T h e n u m b er of yea r s of p r in ci-p a lsh ici-p exci-p er ien ce w a s a lso st u d ied : 47 h a d h eld a p r in cip a lsh ip for “0 t o 3 yea r s” (20.8 p er cen t ); 67 h eld for “4 t o 8 yea r s” (29.6 p er -cen t ); 48 h eld for “9 t o 14 yea r s” (21.2 p er -cen t ); a n d 64 h eld for “15 or m or e yea r s” (28.3 p er -cen t ). F in a lly, t h e bu ild in g size (i.e., n u m b er of st u d en t s en r olled ) for t h e p r in cip a lsh ip s w a s d et er m in ed : 62 h eld p r in cip a lsh ip s in bu ild in gs w it h “250 or less” st u d en t s (27.4 p er cen t ); 85 w it h “251 t o 550” st u d en t s (37.6 p er cen t ); a n d 79 w it h “a b ove 550” st u d en t s (35.0 p er cen t ).
T h e t y p ica l r esp on d en t in t h is st u dy w a s a m a le b et w een t h e a ges of 41 a n d 50, wor k in g in a bu ild in g w it h a n en r ollm en t of 251 t o 550 st u d en t s. H e h a s a t ot a l of b et w een fou r a n d Table I
Summary o f re s ults fo r princ ipal de s c ripto rs and PJSS fac to rs by rank
PJSS factor Percent satisfied
Current job 9 2 .9
Colleagues/ co-workers 9 1 .2
Level of responsibility 8 8 .9
Working conditions 7 4 .8
Supervisor 7 1 .7
Fringe benefits 6 7 .7
Opportunity for advancement 6 1 .5
Pay 6 0 .2
Note:N = 2 2 6
Table II
Co mparis o n o f building e nro llme nt s ize and PJSS fac to rs
Percent response by building size
250 and below 251 to 550 Above 550
PJSS factor SLa (n = 62) (n = 85) (n = 79) df Chi-sq
Co-workers Sb 9 2 .8 9 2 .9 8 8 .6
Nc 1 .6 3 .5 1 0 .1
Dd 1 .6 3 .5 1 .3 4 6 .9 0
Current job Sb 8 7 .1 9 8 .8 9 3 .7
Nc 4 .8 0 .0 5 .1
Dd 8 .1 1 .2 1 .3 4 1 1 .5 6
Level of Sb 8 2 .3 9 0 .6 9 2 .4
responsibility Nc 6 .5 7 .1 2 .5
Dd 1 1 .3 2 .4 5 .1 4 7 .3 1
Opportunity Sb 5 3 .2 6 1 .2 6 8 .4
for advancement Nc 3 0 .6 3 1 .8 2 0 .3
Dd 1 6 .1 7 .1 1 1 .4 4 6 .2 7
Pay Sb 4 3 .5 6 9 .4 6 3 .3
Nc 1 4 .5 2 1 .2 1 7 .7
Dd 4 1 .9 9 .4 1 9 .0 4 2 2 .9 7
Working Sb 6 7 .7 7 5 .3 7 9 .7
conditions Nc 2 1 .0 1 4 .1 1 2 .7
Dd 1 1 .3 1 0 .6 7 .6 4 2 .9 8
Fringe benefits Sb 5 6 .5 6 8 .2 7 5 .9
Nc 1 9 .4 1 8 .8 1 2 .7
Dd 2 4 .2 1 2 .9 1 1 .4 4 7 .4 6
Supervisor Sb 5 9 .7 8 1 .2 7 0 .9
Nc 1 6 .1 1 6 .5 1 5 .2
Dd 2 4 .2 2 .4 1 3 .9 4 1 6 .4 0
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Princ ipals and jo b satisfac tio n Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 5 [1 9 9 8 ] 1 9 6 –2 0 2
eigh t yea r s of exp er ien ce a s p u blic s ch ool a d m in is t r a t or. Differ en ces a m on g t h e t h r ee gr ou p s of elem en t a r y, m id d le, a n d s en ior h igh sch ool p r in cip a ls w er e id en t ifi ed :
1 E lem en t a r y p r in cip a ls w er e m os t ly fem a le.
2 Sen ior h igh p r in cip a ls h a d ser ved lon ger in t h eir cu r r en t p osit ion (fou r t o eigh t yea r s ).
3 Sen ior h igh p r in cip a ls h a d sp en t m or e yea r s in t h e p r in cip a lsh ip (n in e t o 14 yea r s ).
T h e d a t a w er e r ed u ced by com p u t in g t h e fr eq u en cy of r es p on s e by P J SS fa ct or s a n d p r in cip a l d escr ip t or s. T h en t h e d a t a w er e fu r t h er s u m m a r ized for in t er p r et a t ion by com p u t in g t h e fr eq u en cy a n d p er cen t of r esp on s e b et w een P J SS fa ct or s a n d p r in cip a l-sh ip d es cr ip t or s. E a ch of t h e eigh t P J SS a r ea s p er t a in in g t o job s a t isfa ct ion fa ct or s (i.e., d e p en d en t va r ia bles) w a s com p a r ed t o fou r p r in cip a ls h ip d em ogr a p h ic d escr ip t or s (i.e, in d e p en d en t va r ia bles) t o d et er m in e a n y r ela t ion s h ip s. T h e d escr ip t or s gr a d e s p a n of
t h e bu ild in g, yea r s of exp er ien ce a s a p r in ci-p a l, gen d er, a n d bu ild in g en r ollm en t w er e com p a r ed t o t h e level of job sa t isfa ct ion w it h t h e collea gu es/ co-wor k er, job, r es p on sib ilit y, op p or t u n it y for p r om ot ion , p ay, wor k in g con d it ion s, fr in ge b en efi t s, a n d su p er v isor P J SS fa ct or s. T h ese eigh t com p on en t s closely p a r a lleled H er zb er g’s Mot iva t ion -H ygien e T h eor y fa ct or s. Ch i-sq u a r e a n a ly sis w a s u sed t o id en t ify sign ifi ca n t r ela t ion sh ip s b et w een t h e in d e p en d en t a n d d e p en d en t va r ia bles. T h e r esu lt s of t h is a n a ly sis a r e p r esen t ed in t h e follow in g sect ion s.
Results of the study
A r ev iew of t h e d a t a s h ow t h a t t h e r esp on d in g p r in cip a ls w er e gen er a lly sa t is fi ed w it h t h eir cu r r en t job (92.9 p er cen t ), collea gu es/ co-wor k er s (91.2 p er cen t ) a n d level of r esp on si-b ilit y (88.9 p er cen t ) (see Ta si-ble I). F u r t h er in t er p r et a t ion of t h is t a ble h a s r evea led t h a t t h e p r in cip a ls in t h is st u dy w er e gen er a lly less sa t isfi ed w it h t h eir p ay (60.2 p er cen t ),
Table III
Co mparis o n o f building le ve l and PJSS fac to rs
Percent response by building level
Elementary M iddle Jr/ Sr High Other
PJSS factor SLa (n = 65) (n = 55) (n = 62) (n = 44) df Chi-sq
Co-workers Sb 9 2 .3 9 0 .9 9 0 .3 9 7 .7
Nc 1 .5 7 .3 9 .7 2 .3
Dd 6 .2 1 .8 0 .0 0 .0 6 1 1 .2 8
Current job Sb 9 5 .4 9 8 .2 9 0 .3 9 0 .9
Nc 1 .5 1 .8 6 .5 4 .5
Dd 3 .1 0 .0 3 .2 4 .5 6 4 .6 4
Level of Sb 8 9 .2 8 9 .8 8 8 .3 8 4 .1
responsibility Nc 6 .2 3 .4 5 .0 6 .8
Dd 4 .6 6 .8 6 .7 9 .1 6 1 .2 0
Opportunity Sb 5 8 .5 6 7 .3 6 8 .8 5 0 .0
for advancement Nc 3 0 .8 2 3 .6 2 3 .4 3 1 .8
Dd 1 0 .8 9 .1 7 .8 1 8 .2 6 3 .8 7
Pay Sb 5 5 .4 6 5 .5 6 1 .3 5 9 .1
Nc 2 1 .5 1 2 .7 2 1 .0 1 5 .9
Dd 2 3 .1 2 1 .8 1 7 .7 2 5 .0 6 2 .7 2
Working Sb 7 0 .8 8 5 .5 7 1 .0 7 2 .7
conditions Nc 1 8 .5 9 .1 1 6 .1 1 8 .2
Dd 1 0 .8 5 .5 1 2 .9 9 .1 6 4 .9 2
Fringe benefits Sb 6 1 .5 7 4 .5 6 6 .1 7 0 .5
Nc 2 1 .5 1 8 .2 1 7 .7 6 .8
Dd 1 6 .9 7 .3 1 6 .1 2 2 .7 6 6 .8 9
Supervisor Sb 6 9 .2 7 4 .5 7 1 .0 7 2 .7
Nc 2 0 .0 1 4 .5 1 2 .9 1 5 .9
Dd 1 0 .8 1 0 .9 1 6 .1 1 1 .4 6 2 .1 6
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Princ ipals and jo b satisfac tio n Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 5 [1 9 9 8 ] 1 9 6 –2 0 2
op p or t u n it ies for a dva n cem en t (61.5 p er cen t ), a n d fr in ge b en efi t s (67.7 p er cen t ).
Ad d it ion a l elu cid a t ion of t h e fi n d in gs w a s a t t a in ed t h r ou gh t h e u se of Ch is q u a r e a n a ly -sis. T h es e com p u t a t ion s id en t ifi ed st a t is t i-ca lly s ign ifi i-ca n t r ela t ion sh ip s in seven of 24 com p a r is on s. T h ese a r e n ot a ble exce p t ion s t h a t m ay lea d t o in t er es t in g d iscu ss ion s. For ea s e of in t er p r et a t ion , fou r s e p a r a t e t a bles w er e con st r u ct ed for d a t a d isp lay. T h e fi n d -in gs a r e d iscu ssed b elow.
As s h ow n in Ta ble II, t h r ee sign ifi ca n t r ela t ion s h ip s w er e fou n d . F ir st , a gr ea t er p er cen t -a ge of p r in cip -a ls (98.8 p er cen t ) in m id -size sch ools w er e m or e s a t is fi ed w it h t h eir cu r -r en t job t h a n t h ose p -r in cip a ls f-r om s m a lle-r (87.1 p er cen t ) or la r ger s ch ools (93.7 p er cen t ). Secon d , p r in cip a ls in s m a ller s ch ools (43.5 p er cen t ) w er e les s s a t is fi ed w it h t h eir p ay t h a n p r in cip a ls in m id -size (69.4 p er cen t ) a n d la r ger s ch ools (63.3 p er cen t ). Lik ew is e, p r in ci-p a ls in s m a ller s ch ools (59.7 ci-p er cen t ) w er e les s s a t is fi ed w it h t h eir su p er v is or s t h a n p r in cip a ls in m id -size (81.2 p er cen t ) a n d la r ger s ch ools (70.9 p er cen t ).
A com p a r ison of bu ild in g ed u ca t ion a l level a n d t h e P J SS fa ct or s y ield ed t h e follow in g r esu lt s (see Ta ble III). P r in cip a ls in m id d le sch ools (90.9 p er cen t ) a n d ju n ior a n d sen ior h igh sch ools (90.9 p er cen t ) w er e les s sa t isfi ed w it h t h eir collea gu es/ co-wor k er s t h a n p r in ci-p a ls in elem en t a r y sch ools (92.3 ci-p er cen t ) a n d ot h er sch ools (97.7 p er cen t ). T h is w a s t h e on ly sign ifi ca n t r ela t ion sh ip for t h e bu ild in g level d escr ip t or.
Wh en t h e gen d er d es cr ip t or w a s s t u d ied (see Ta ble IV), t wo sign ifi ca n t r ela t ion sh ip s w er e fou n d . F ir s t , m a le p r in cip a ls (63.0 p er -cen t ) w er e m or e sa t isfi ed w it h t h eir p ay t h a n fem a le p r in cip a ls (53.0 p er cen t ). T h is sa m e fi n d in g w a s ob ser ved for s a t isfa ct ion for fr in ge b en efi t s. Fem a le p r in cip a ls (61.4 p er -cen t ) w er e less s a t isfi ed w it h t h eir fr in ge b en efi t p a ck a ge t h a n w er e m a le p r in cip a ls (70.3 p er cen t ).
T h e fi n a l st u dy w a s con cer n ed w it h r ela t ion sh ip s of P J SS fa ct or s w it h yea r s of exp er ien ce, a s s h ow n in Ta ble V. Aga in , t wo sign ifi ca n ce r ela t ion s h ip s w er e fou n d for t h is
Table IV
Co mparis o n o f princ ipal ge nde r and PJSS fac to rs
Percent response by gender
M ale Female
PJSS factor SLa (n = 138) (n = 83) df Chi-sq
Co-workers Sb 9 4 .9 9 1 .6
Nc 4 .3 7 .2
Dd 0 .7 1 .2 2 0 .9 9
Current job Sb 9 4 .9 9 2 .8
Nc 2 .9 3 .6
Dd 2 .2 3 .6 2 0 .5 1
Level of Sb 9 2 .0 8 3 .1
responsibility Nc 3 .6 8 .4
Dd 4 .3 8 .4 2 4 .1 4
Opportunity Sb 6 5 .9 5 3 .0
for advancement Nc 2 3 .9 3 4 .9
Dd 1 0 .1 1 2 .0 2 3 .8 4
Pay Sb 6 3 .0 5 3 .0
Nc 2 0 .3 1 5 .7
Dd 1 6 .7 3 1 .3 2 6 .5 0
Working Sb 7 6 .1 7 4 .7
conditions Nc 1 5 .9 1 4 .5
Dd 8 .0 1 0 .8 2 0 .5 6
Fringe benefits Sb 7 0 .3 6 1 .4
Nc 1 8 .1 1 5 .7
Dd 1 1 .6 2 2 .9 2 4 .9 6
Supervisor Sb 7 6 .1 6 6 .3
Nc 1 2 .3 2 1 .7
Dd 1 1 .6 1 2 .0 2 3 .5 7
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Princ ipals and jo b satisfac tio n Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 5 [1 9 9 8 ] 1 9 6 –2 0 2
com p a r is on . P r in cip a ls w it h fou r t o eigh t yea r s of exp er ien ce (47.8 p er cen t ) w er e t h e lea s t s a t isfi ed w it h t h eir op p or t u n it ies for a dva n cem en t a n d p r om ot ion . Lik ew is e, p r in -cip a ls w it h few er yea r s of exp er ien ce w er e les s s a t is fi ed w it h t h eir p ay t h a n p r in cip a ls w it h 15 or m or e yea r s of exp er ien ce (70.3 p er cen t ).
What have we learned?
T h e follow in g con clu sion s a b ou t Am er ica n m idw es t er n p r in cip a ls ' job s a t is fa ct ion a p p ea r t o b e w a r r a n t ed fr om t h e fi n d in gs r e p or t ed a b ove.
• Am er ica n m idw es t er n p r in cip a ls w er e gen er a lly s a t is fi ed w it h t h eir cu r r en t job, collea gu es/ cowor k er s a n d level of r es p on -s ib ilit y. H ow ever, t h ey w er e le-s -s -s a t i-s fi ed w it h t h eir p ay, op p or t u n it ies for a dva n ce-m en t , a n d fr in ge b en efi t s.
• Am er ica n m idw es t er n p r in cip les in m id -s ize -s ch ool-s w er e t h e m o-st -s a t i-s fi ed w it h t h eir cu r r en t job.
• H ow ever, Am er ica n m idw es t er n p r in cip a ls in sm a ller sch ools w er e t h e lea st sa t isfi ed w it h t h eir p ay, fr in ge b en efi t s, a n d su p er v isor.
• P r in cip a ls in m id d le s ch ools a n d ju n ior a n d sen ior h igh sch ools w er e t h e lea st sa t isfi ed w it h t h eir collea gu es/ co-wor k er s.
• Am er ica n m idw est er n fem a le p r in cip a ls w er e less sa t is fi ed w it h t h eir p ay a n d fr in ge b en efi t p a ck a ge t h a n w er e m a le p r in cip a ls. • Am er ica n m idw est er n p r in cip a ls w it h
m od er a t e exp er ien ce w er e t h e lea st sa t is-fi ed w it h a dva n cem en t op p or t u n it ies, w h er ea s, p r in cip a ls w it h few er yea r s of exp er ien ce w er e less sa t isfi ed w it h t h eir p ay.
Educational management
implications
T h e sch ool p r in cip a ls h ip h a s b een d escr ib ed a s t h e m ost d ifficu lt m id d le m a n a gem en t p osit ion in Am er ica . In ligh t of t h is fa ct , Am er ica n sch ool su p er in t en d en t s sh ou ld
Table V
Co mparis o n o f ye ars e xpe rie nc e and PJSS fac to rs
Percent response by years experience
0 to 3 4 to 8 9 to 14 15 plus
PJSS factor SLa (n = 47) (n = 67) (n = 480) (n = 64) df Chi-sq
Co-workers Sb 9 1 .5 9 1 .0 8 7 .5 9 3 .8
Nc 2 .1 7 .5 6 .2 6 .2
Dd 6 .4 1 .5 6 .2 0 .0 6 5 .3 2
Current job Sb 9 7 .9 9 1 .0 8 4 .8 9 6 .9
Nc 0 .0 3 .0 8 .7 3 .1
Dd 2 .1 6 .0 6 .5 0 .0 6 8 .2 2
Level of Sb 8 7 .2 9 1 .0 8 5 .4 9 0 .6
responsibility Nc 8 .5 3 .0 8 .3 3 .1
Dd 4 .3 6 .0 6 .2 6 .2 6 3 .3 4
Opportunity Sb 7 2 .3 4 7 .8 6 4 .6 6 5 .6
for advancement Nc 2 5 .5 3 4 .3 2 2 .9 2 5 .0
Dd 2 .1 1 7 .9 1 2 .5 9 .4 6 1 1 .2 5
Pay Sb 5 7 .4 5 6 .7 5 4 .2 7 0 .3
Nc 1 9 .1 1 3 .4 3 5 .4 9 .4
Dd 2 3 .4 2 9 .9 1 0 .4 2 0 .3 6 1 7 .9 6
Working Sb 6 8 .1 7 4 .6 7 2 .9 8 1 .2
conditions Nc 1 7 .0 1 6 .4 1 6 .7 1 2 .5
Dd 1 4 .9 9 .0 1 0 .4 6 .2 6 2 .5 3
Fringe benefits Sb 5 9 .6 6 2 .7 7 9 .2 7 0 .3
Nc 2 5 .5 1 4 .9 1 2 .5 1 5 .6
Dd 1 4 .9 2 2 .4 8 .3 1 4 .1 6 8 .2 1
Supervisor Sb 7 8 .7 7 1 .6 6 0 .4 7 5 .0
Nc 8 .5 1 9 .4 2 0 .8 1 4 .1
Dd 1 2 .8 9 .0 1 8 .8 1 0 .9 6 6 .4 8
Mic hae l W. Graham and Philip E. Me s s ne r
Princ ipals and jo b satisfac tio n Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 5 [1 9 9 8 ] 1 9 6 –2 0 2
r ecogn ize t h a t t h eir bu ild in g p r in cip a ls h ave n eed for in cr ea sed p ay a n d fr in ge b en efi t s, es p ecia lly fem a le p r in cip a ls ; a n d in cr ea sed op p or t u n it ies for p r om ot ion a n d a dva n ce-m en t . T h er e s h ou ld a lso b e in cr ea sed r ecogn it ion on it h e p a r it of s u p er in it en d en it s it h a it r ela -t ion s h ip s b e-t w een bu ild in g p r in cip a ls a n d t h eir s u p er v isor s n eed t o b e im p r oved .
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