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).

The purpose of this study was to gain a better understanding of the relationship between elementary teachers' perceptions of their principal's leadership behavior and how these perceptions relate to their job satisfaction. Perceptions were measured by the Leadership Behavior Instrument and the Job Satisfaction Survey. The respondents for the surveys worked in Southeast Tennessee and Northeast Mississippi. This study was guided by the following four questions: 1: How do elementary teachers perceive the leadership behavior of principals in the domains of human relations, trust/decision making, instructional leadership, control, and conflict; 2) To what extent to elementary teachers express satisfaction with their jobs in the domains of supervision, contingent rewards, operating procedures, coworkers, nature of work, and communication; 3) What is the relationship between elementary teachers' perceptions of their leaders' leadership behaviors in the domains of human relations, trust/decision making, instructional leadership, control, and conflict and their overall job satisfaction; and 4) Are there differences in the extent of the relationship between teachers' perceptions of their leaders' leadership behaviors in the five domains, and their overall job satisfaction by variables such as level of education, amount of time at current school, and years of teaching experience? The results of this study indicated that there is a strong correlation between teachers' perceptions of leadership behavior and their job satisfaction. The results of this study did not find a significant correlation between job satisfaction and level of education, amount of time at current school, and years of teaching experience.

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.

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.