{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/33026"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/33026","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction","abstract":"The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost.","abstract_html":"The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost.","abstract_has_math":false,"creators":["Eddins, Gregg M."],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Messner, Phillip E. (Phillip Eugene), 1941-"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:07:46Z","subjects":["teacher retention","educational leadership","teacher perception","teacher satisfaction"],"languages":["eng","English"],"rights":["OpenAccess."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/33026"],"render_values":[{"text":"https://doi.org/10.32469/10355/33026","href":"https://doi.org/10.32469/10355/33026","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/33026","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Messner, Phillip E. (Phillip Eugene), 1941-"]},{"key":"dc:creator","label":"Author","values":["Eddins, Gregg M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-02-25T16:42:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-02-25T16:42:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher retention","educational leadership","teacher perception","teacher satisfaction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["OpenAccess."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/33026"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/33026"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page (University of Missouri--Columbia, viewed on February 25, 2013).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. Phillip E. Messner","Includes bibliographical references.","Vita.","Ed. D. University of Missouri--Columbia 2012.","\"December 2012\""]},{"key":"dc:description.abstract","label":"Abstract","values":["The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost."]},{"key":"dc:title","label":"Title","values":["The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction"]}]}],"canonical_facts":{"dc:contributor.advisor":["Messner, Phillip E. (Phillip Eugene), 1941-"],"dc:creator":["Eddins, Gregg M."],"dc:date.accessioned":["2013-02-25T16:42:22Z"],"dc:date.available":["2013-02-25T16:42:22Z"],"dc:date.issued":["2012"],"dc:description":["Title from PDF of title page (University of Missouri--Columbia, viewed on February 25, 2013).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. Phillip E. Messner","Includes bibliographical references.","Vita.","Ed. D. University of Missouri--Columbia 2012.","\"December 2012\""],"dc:description.abstract":["The basis of this study was to give each of three different school districts one of the three different surveys. A step-by-step timeline of the process this researcher used up until data collection is included to be helpful for others in analyzing this study and replicating it. This quantitative analysis explored perceptions teachers have about their principals leadership styles, transformational qualities, and job satisfaction as may be influenced by gender, years of experience and retention. Surveys were given from an online survey website to participating schools. Data was then collected and analyzed. Seven research questions attempted to answer questions from the actual surveys using three researcher-added independent variables and subscale breakdown scores. The intent of this meta-analysis was to help clarify and add to the existing depth of knowledge. A variety of statistical analyses were used to determine if differences existed between the independent variables relating to summary statistics, significances, and subs-scale breakdown. The three independent variables, added by this researcher, in many cases show differences in perceptions and subscale breakdown information. The main findings of this study indicate: 1. Gender of principal influences teacher perceptions. 2. Teacher Years of Experience influences their perceptions. 3. Retention of teachers is important for school districts regarding cost."],"dc:identifier.doi":["https://doi.org/10.32469/10355/33026"],"dc:identifier.uri":["https://hdl.handle.net/10355/33026"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["OpenAccess."],"dc:subject":["teacher retention","educational leadership","teacher perception","teacher satisfaction"],"dc:title":["The influence of principal gender, teachers' years of experience, and retention on teacher perceptions of principal leadership style, qualities, and job satisfaction"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:07:46Z"}