Investigating the Relationship Between District Leadership Actions and Teacher Job Satisfaction Post-COVID-19
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2023-12
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Abstract
Retaining stakeholders within school districts following the height of the COVID-19 pandemic presented a significant challenge. This quantitative correlational study aimed to investigate whether there is a positive correlation between school district servant leadership (administrators, principals, assistant superintendent, superintendent, etc.) qualities and actions and teacher job satisfaction post-COVID-19 for teachers at a public K–12 charter school in Southern California. This study used the Qualtrics survey platform. Educators who taught before, during, and after the height of the COVID-19 pandemic were asked to participate in this anonymous two-part survey. The first section consisted of a 36-item Job Satisfaction Survey (JSS) on a 6-point Likert scale. The second section used the seven-question Servant Leadership Scale-7 Questionnaire (SL-7) on a 7-point Likert scale. The analysis of this study revealed a practical and statistically significant prediction between servant leadership actions and teacher job satisfaction post-COVID-19. This study offers three implications. The first implication is that servant leadership is positively related to teacher job satisfaction and applies to district leadership of various educational institutions. The second implication is that servant leadership can increase organizational productivity and success and applies to organizations that may not necessarily be educational institutions. The third implication is that there is a need for professional development and expansion of servant leadership practices in organizations, which applies to future leadership actions for policymakers of any organization. The information in this study indicates servant leadership can assist followers through times of great stress, such as pandemics, natural disasters, and other emergencies. Therefore, it may benefit organizations to cultivate and support servant leadership through professional development opportunities.
Description
A dissertation submitted in partial fulfillment of the requirements for the degree Doctor of Education
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Educational leadership