The Impact of Culturally Responsive Leadership Traits on Alabama K-12 Teachers’ Intention to Leave and Job Satisfaction

Samuel Baker, Michael Epstein, Audrey Rabas, Aldwin Domingo
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Abstract

Previous research has shown that culturally responsive leadership leads to improvements in teachers’ performance and job satisfaction. The goal of the current research study is to examine if there is a linear relationship between the Alabama state high school teachers’ perception of their school principals’ Culturally Responsive Leadership Traits upon the dependent variables of job satisfaction and turnover intention. Based on a sample of 95 Alabama state high school teachers, the key findings of this research study showed that school principals’ providing professional development had a marginally statistically significant negative linear relationship with school teacher self-reported total job satisfaction along with the statistically significant relationship between the increasing level of a school teacher’s intention to leave their job due to the increasing amounts instructional resources that are being offered to them by their school principals. In contrast, fostering the Culturally Responsive Leadership Trait of Maximizing the Instruction Time for subordinate teachers by school principals in the state of Alabama can be a cornerstone to build upon for future school principals’ professional development to further improve job satisfaction among their subordinate Alabama K-12 school teachers.
文化敏感型领导特质对阿拉巴马州 K-12 教师离职意向和工作满意度的影响
以往的研究表明,文化顺应型领导能提高教师的绩效和工作满意度。本研究的目的是探讨阿拉巴马州高中教师对校长文化顺应型领导特质的认知与工作满意度和离职意向这两个因变量之间是否存在线性关系。本研究以 95 名阿拉巴马州高中教师为样本,主要研究结果表明,校长提供的专业发展与教师自我报告的总工作满意度之间存在微弱的统计学意义上的负线性关系,同时,由于校长向教师提供的教学资源越来越多,教师离职意向的水平也越来越高,两者之间存在统计学意义上的显著关系。相比之下,阿拉巴马州校长培养下属教师最大化教学时间的 "文化响应型领导特质",可以成为未来校长专业发展的基石,从而进一步提高阿拉巴马州 K-12 学校下属教师的工作满意度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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