This quantitative study investigated principals’ (n = 16) and teachers’ (n = 362) perceptions of five work conditions domains: Professional Development, Facilities and Resources, Leadership, Empowerment, and Use of Time. This quantitative study used two instruments: principal work conditions survey and teacher work conditions survey to collect data. Data were analyzed using descriptive statistics and a factorial analysis of variance. Findings revealed observed differences in principals’ and teachers’ perceptions of school work conditions. The factorial analysis of variance (ANOVA) showed statistically significant differences for domain scores of Facilities and Resources, Leadership, and Empowerment by type of school. No significant differences were found for age and teaching experience for these three domain scores.
","abstract_html":"<p>This quantitative study investigated principals’ (n = 16) and teachers’ (n = 362) perceptions of five work conditions domains: Professional Development, Facilities and Resources, Leadership, Empowerment, and Use of Time. This quantitative study used two instruments: principal work conditions survey and teacher work conditions survey to collect data. Data were analyzed using descriptive statistics and a factorial analysis of variance. Findings revealed observed differences in principals’ and teachers’ perceptions of school work conditions. The factorial analysis of variance (ANOVA) showed statistically significant differences for domain scores of Facilities and Resources, Leadership, and Empowerment by type of school. No significant differences were found for age and teaching experience for these three domain scores.</p>","abstract_has_math":false,"creators":["Lawrence, Veronica"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Randal Carlson","Greg Chamblee"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:26Z","subjects":["ETD","Work conditions","Professional development","Leadership","Facilities and resources","Empowerment","Use of time","Educational Administration and Supervision","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/796","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Randal Carlson","Greg Chamblee"]},{"key":"dc:creator","label":"Author","values":["Lawrence, Veronica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Work conditions","Professional development","Leadership","Facilities and resources","Empowerment","Use of time","Educational Administration and Supervision","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/796"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This quantitative study investigated principals’ (n = 16) and teachers’ (n = 362) perceptions of five work conditions domains: Professional Development, Facilities and Resources, Leadership, Empowerment, and Use of Time. This quantitative study used two instruments: principal work conditions survey and teacher work conditions survey to collect data. Data were analyzed using descriptive statistics and a factorial analysis of variance. Findings revealed observed differences in principals’ and teachers’ perceptions of school work conditions. The factorial analysis of variance (ANOVA) showed statistically significant differences for domain scores of Facilities and Resources, Leadership, and Empowerment by type of school. No significant differences were found for age and teaching experience for these three domain scores.
"]},{"key":"dc:title","label":"Title","values":["An Exploratory Study of Principals' and Teachers' Perceptions of School Work Conditions in Sinclair County, Georgia"]}]}],"canonical_facts":{"dc:contributor":["Randal Carlson","Greg Chamblee"],"dc:creator":["Lawrence, Veronica"],"dc:date.available":["2013-09-12T07:00:00Z"],"dc:description.abstract":["This quantitative study investigated principals’ (n = 16) and teachers’ (n = 362) perceptions of five work conditions domains: Professional Development, Facilities and Resources, Leadership, Empowerment, and Use of Time. This quantitative study used two instruments: principal work conditions survey and teacher work conditions survey to collect data. Data were analyzed using descriptive statistics and a factorial analysis of variance. Findings revealed observed differences in principals’ and teachers’ perceptions of school work conditions. The factorial analysis of variance (ANOVA) showed statistically significant differences for domain scores of Facilities and Resources, Leadership, and Empowerment by type of school. No significant differences were found for age and teaching experience for these three domain scores.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/796"],"dc:subject":["ETD","Work conditions","Professional development","Leadership","Facilities and resources","Empowerment","Use of time","Educational Administration and Supervision","Teacher Education and Professional Development"],"dc:title":["An Exploratory Study of Principals' and Teachers' Perceptions of School Work Conditions in Sinclair County, Georgia"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:27:26Z"}