Date of Conferral

2020

Degree

Ph.D.

School

Psychology

Advisor

Monny Sklov

Abstract

Adult basic education (ABE) teacher job satisfaction presents as a need for research to examine how the policy shifts to meet accountability requirements have influenced leadership styles in ABE settings. The study aimed to investigate the impact of leadership style (transformational, transactional, and laissez-faire) on job satisfaction of ABE teachers. Additionally, specific ABE teacher demographic variables that influenced the relationship between leadership style on teacher job satisfaction were examined. The theoretical framework applied to the study was the Transformational Leadership Theory. The Multifactor Leadership Questionnaire (MLQ) and Job Satisfaction Survey (JSS) were administered to 137 ABE teachers from across the United States' Western region. Canonical correlation analysis (CCA) produced one statistically significant (p < .05) canonical root (Rc'² = .79), showing a high degree of correlation between leadership styles and job satisfaction among ABE teachers. The CCA indicated that the transformational leadership style had the most significant variance partition. The findings from a series of multiple regression analyses highlight that there are meaningful relationships (p < .001) between the leadership styles and ABE teachers' overall job satisfaction. ABE leaders who practice transformational leadership behaviors, to the other leadership styles, had a moderate to strong positive relationship on the 6 facets of job satisfaction (supervision, contingent rewards, operating procedures, coworkers, nature of work, and communication). The implication for positive social change includes providing leadership information to ABE organizations to improve ABE teacher job satisfaction.

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