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dc.contributor.authorMILLER, NATALIE IRIS
dc.date.accessioned2018-07-12T18:15:51Z
dc.date.available2018-07-12T18:15:51Z
dc.date.issued1983
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 44-11, Section: A, page: 3230.
dc.identifier.urihttps://yulib002.mc.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:8404986
dc.identifier.urihttps://hdl.handle.net/20.500.12202/2900
dc.description.abstractThe purpose of this study was to investigate the expressed job satisfaction of paraprofessionals and its relationship to their perception of their teachers' leadership style and to selected demographic variables (age, experience and salary level).;Ninety elementary school paraprofessionals completed the Leader Behavior Description Questionnaire, the Minnesota Satisfaction Questionnaire Short Form and a demographic questionnaire.;The major conclusions were as follows:;Paraprofessionals who perceive the teachers with whom they work as high in both Consideration and Structure will tend to express more job satisfaction than do other paraprofessionals working with teachers perceived as low in both Consideration and Structure and vice versa.;Paraprofessionals who perceive teachers with whom they work as high in both Consideration and Structure will tend to express more job satisfaction than do other paraprofessionals working with teachers perceived as low in Consideration and high in Structure.;Perceived leader consideration behavior of their teachers appears to be a greater predictor of paraprofessionals' expressed job satisfaction than is the perceived leader structure behavior of their teachers.;The major recommendations of the study are: (1) Teachers assigned to work with paraprofessionals should receive training in alternative leadership styles and their impact. This training might include role plays to clearly demonstrate the effects of alternative leadership behavior upon paraprofessionals. Both teacher preparation institutions and professional development specialists within the school system should be involved in developing these retraining programs. (2) Educational paraprofessionsl should be encouraged to participate in the Career Ladder Program which will give them the increased job security they seek, once they move on to the position of tenured teacher. (3) Principals, assistant principals, district office personnel and all others responsible for the placement of paraprofessionals with teachers should become aware of the results of this study. This may help them become cognizant of significant issues when assigning paraprofessionals. If teachers, who are perceived by those who decide paraprofessionals' placement, as having a preferred leadership style (one high in consideration), are selected to work with paraprofessionals, the programs using paraprofessionals are more likely to succeed.
dc.publisherProQuest Dissertations & Theses
dc.subjectEducational administration.
dc.titlePARAPROFESSIONALS' JOB SATISFACTION AND THEIR TEACHERS' LEADERSHIP STYLE
dc.typeDissertation


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