This study addresses the challenge principals face in retaining highly qualified and effective teachers in their schools. Although efforts to recruit new teachers have proven successful, teachers are leaving education at alarming rates, especially in the first four years of their careers. The purpose of this study was to identify what school principals can do to increase teachers' job satisfaction and retention. To do so, 12 veteran teachers from four schools were interviewed from February to April 2009. The participants answered questions concerning their levels of job satisfaction, their perceptions of their principals' leadership styles, and their reasons for continuing to teach. The data revealed that principals can increase teachers' job satisfaction and retention rates by encouraging positive and respectful relationships among teachers and their students and among the faculty, staff, and administration; treating teachers as professionals and providing them with opportunities for professional growth; providing teachers with positive feedback; being accessible and listening to teachers; establishing high expectations for student achievement and teacher performance; and supporting the efforts of teachers. This data will increase principals' awareness about what leadership styles and practices can increase the job satisfaction of their teachers and help them retain highly qualified and effective teachers in their schools.

This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).

This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher- perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools.

Teachers play an important role in fostering the intellectual and social development of children during their formative years. The education that students acquire is key to determining the future of those students. Secondary school teachers help students investigate more deeply into subjects introduced in primary school and expose them to more information about the world. Secondary school teachers specialize in a specific subject, they also may teach subjects that are career oriented. Additional responsibilities of secondary school Social Science teachers may include career guidance and job placement, as well as following up with students after graduation. Social Science teachers are working in a society loaded with social, environmental and economic problems. So it is very important to know whether Social Science teachers are happy or not in their profession; is they are facing any problem to do their real job; are they making effective citizen for the community and the world. The purpose of this study was to find out the key aspects of Social Science teachers’ profession in Bangladesh and the specialty of teaching Social Science at secondary schools. Understanding the importance of Social Science teachers’ perception for their profession the study tried to investigate their perception about the profession.

The quality of school leadership has a big impact on improvement and inspection outcomes. Good school leaders ensure that their teachers have the resources they need to be successful. They also create a positive culture where teachers feel supported and appreciated. This leads to better morale and higher retention rates. Additionally, good school leaders can effectively communicate the school's vision to all stakeholders. This ensures that everyone is on the same page and working towards the same goals. Restructuring Leadership for School Improvement and Reform investigates cooperation, staff development, resource supply, vision transparency, workplace stress management, and professional development for school leaders as methods for creating a healthy school culture. This premier reference source is ideal for administrators, instructional designers, researchers, academicians, scholars, practitioners, instructors, and students.

The purpose of this study was to examine the impact of principal leadership styles on teacher morale. Two high schools in Pennsylvania participated in the study. A researcher-designed online survey with Likert-style rating scale, and open-ended questions were utilized to collect information. In addition, ten individual interviews were used to triangulate the data. The results of the study indicated that there was a relationship between certain principal practices and their ability to positively impact teacher morale. Participants reported the most influential principals were excellent communicators, trustworthy, knowledgeable in education matters, led by example, inspired their faculty and were highly visible throughout the day. These results imply that a principal's daily leadership practices play a vital role in positively impacting teacher morale at the high school level.

This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.