Date of Award
Doctor of Education (EdD)
Purpose: The purpose of this qualitative study was to understand what elements of authentic leadership (heart, values, purpose, relationships, and self-discipline) contribute to job satisfaction as perceived by elementary special education teachers in the Desert/Mountain Special Education Local Plan Area (SELPA). A second purpose of the study was to understand what elements of authentic leadership contribute to job satisfaction as perceived by elementary principals in the Desert/Mountain SELPA. A third purpose of the study was to identify the similarities and differences that exist among the elements of authentic leadership that contribute to job satisfaction as perceived by elementary principals and special education teachers in the Desert/Mountain SELPA.
Methodology: This qualitative study interviewed12 elementary special education teachers and 12 elementary principals who supervised special education instruction in the Desert/Mountain SELPA in California.
Findings: The authentic leadership elements of relationship, heart, and purpose contributed most to the job satisfaction of the elementary principals and elementary special education teachers.
Conclusions: Possessing all five authentic leadership elements was not considered important to either the principals or the special education teachers in contributing to job satisfaction. Building strong relationships increases job satisfaction for principals and special education teachers.
Recommendations: Conduct replication studies using principals, special education teachers, and general education teachers from all grade levels in the same county SELPA and in different county SELPAs.
Tharpe, Penny M., "Authentic Leadership Behaviors Contributing to Job Satisfaction of Elementary School Principals and Elementary Special Education Teachers" (2017). Dissertations. 104.