Accuracy of principals' predicted ranks of teacher motivational factors as a function of principals' leadership behaviors

The investigation was undertaken to determine whether principals' accuracy in predicting teachers' rankings of motivational factors was related to principals' observed leadership behaviors. It was hypothesized that principals making more accurate predictions would score higher on the twelve leadership dimensions as measured by the Modified Leadership Behavior Description Questionnaire-XII. The study also examined differences in the observed leadership behaviors as measured by the LBDQ-XII among elementary, middle-junior high, and high school principals. In addition, motivational factors of teachers were examined using the Job Factor Ranking Instrument (JFR) which was based upon the Herzberg Motivation-Hygiene premise. Respondents included principals and teachers in 216 public schools located in 71 school districts in Tennessee.

Specific findings of this investigation were:

1. Fifty-two percent of sample public school principals predicted more accurately than others the factors that were important to their respective faculties.

2. However, there is no specified relationship between principals' ability to predict accurately and their observed leadership behaviors as measured by the JFR and LBDQ-XII instruments.

3. There are significant differences in leadership behaviors (as perceived by teachers) among principal groups:

a. Elementary school principals are significantly more tolerant of uncertainty than are high school principals.

b. Middle/junior high school principals are also significantly more tolerant of uncertainty than are high school principals.

c. Middle/junior high school principals are significantly more tolerant of freedom than both elementary and high school principals.

d. Elementary school principals are significantly more considerate than high school principals.

e. High school principals are significantly more production emphasizing than elementary and middle/junior high school principals.

4. Teachers ranked the following job factors as important:

a. Achievement or accomplishment in present position,

b. Adequate salary and benefits,

c. The work itself,

d. Satisfactory working conditions, and

e. Competent, fair building level principals and supervisors.