Teacher Perception of Principal Charismatic Leadership Characteristics as a Predictor of Teacher Job Satisfaction

Abstract

The purpose of this quantitative, predictive correlational study was to determine if and to what extent teacher perception of principal charismatic leadership characteristics, both collectively and individually, predicted teacher job satisfaction in a large urban school district in the Southwestern United States. Based on Herzberg's Two-Factor Theory and both Weber and Conger and Kanungo’s models of charismatic leadership, this study aimed to answer two questions. The first was to determine the extent five teacher perceptions of principal charismatic leadership (strategic vision and articulation, sensitivity to the environment, sensitivity to member needs, personal risk, and unconventional behavior) collectively predict teacher job satisfaction. The second was to analyze the contribution of each predictor variable individually. A convenience sample of 242 teachers from a single K-12 district responded, however, only 141 completed both the Charismatic Leadership Questionnaire and the Teacher Job Satisfaction Questionnaire. No demographic data was collected. Collectively, charismatic leadership was a significant predictor of teacher job satisfaction [F(5, 135) = 26.283, p < .001, R² = .493], explaining 49.3% of the variation in teacher job satisfaction. Of the five individual variables, only Sensitivity to the Environment was found to be significant (p < .001, B = .314), indicating a one-unit increase in principal Sensitivity to the Environment led to a .314-unit increase in Teacher Job Satisfaction. While the study validated the relationship between charismatic leadership and teacher job satisfaction, implications and further research are suggested.