Prest, G. S. (1993). A study of instructional assistants' job satisfaction and supervising teachers' leadership behavior. Dissertation Abstracts International, 54(05A), 1670. (University Microfilms No. AAG93-28319)
Institution: University of Minnesota
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
The purpose of this study was to: (1) investigate the relationship between the expressed job satisfaction of instructional assistants (paraprofessional) and their perception of the leadership behaviors of their supervising teacher; (2) investigate the relationship between the expressed job satisfaction of Instructional Assistants and certain demographic factors associated with the supervising teachers. The study population consisted of forty instructional assistants and their supervising teachers in grades K, 1 and 2. Instruments used to collect the data were, the Leadership Behavior Description Questionnaire Form-XII, the Minnesota Satisfaction Questionnaire (short form) and demographic data of public record. Instructional assistants completed both the LBDQ-XII and the MSQ.
The results of matching leadership behaviors with general job satisfaction indicated that while all leadership behaviors were present only eight had relationship with the general satisfaction expressed by the instructional assistants. The eight behaviors were reconciliation, initiation of structure, consideration, tolerance for freedom, persuasion, predictive accuracy, tolerance of uncertainty, and superior orientation. The frequent use of specific leadership behaviors influenced the general satisfaction of the instructional assistant and the reduction or infrequent use of specific behaviors reduced the tendency toward higher levels of general satisfaction. Further statistical analysis offered no evidence to suggest a relationship between the demographic data of the supervising teacher and general job satisfaction of the instructional assistant.
Conclusions include: the twelve leadership behaviors occur naturally when a relationship of supervisor and subordinate was assigned; that supervising teachers use leadership behaviors and specific leadership behaviors are associated with job satisfaction; supervising teachers need to be aware of their leadership behaviors and the potential impact of job satisfaction of subordinates; high frequency of use of significant leadership behaviors tend to be associated with high job satisfaction, that low frequency of use of leadership behavior tend to be associated with low job satisfaction; general job satisfaction of the instructional assistant is not influenced by demographic factors defining who the supervising teacher is; demographic variables had no significant relationship with job satisfaction of the instructional assistant; demographic data does not predict the frequency of use or the importance of any particular leadership behavior.
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