Higher Education Managers/Executives/Administrators
To examine the relationship between leadership practices, job satisfaction
and leadership activities of trained reading recovery teachers as practitioners of reading
innovation and literacy leadership in the infrastructure of the elementary school.
All teachers affiliated with the New York University Reading Recovery
Project from 1989 to 1995 were surveyed (N=300, with a 77% response rate). Over 97
percent of the respondents were female, 72% were between the ages of 40 and 54 years,
and 92% were caucasian. Forty-two percent had been employed full-time in education for
more than 20 years, 79% held a master's degree or more, and at least 71% were certified as reading specialists. Respondents completed the LPI, the Minnesota Satisfaction
Questionnaire (MSQ: Weiss, et. al., 1967), and demographic information.
Trained Reading Recovery teachers demonstrate a significant relationship
between leadership practices and job satisfaction, and have higher average scores than
business groups reported in the literature. The most frequently engaged in leadership
practice was Enabling, followed by Encouraging, Modeling, Challenging and Inspiring.
Overall, the leadership practices were not related with various demographic information.
Generally all five leadership practices were significantly correlated with intrinsic, extrinsic
and general satisfaction, based on the MSQ (challenging was not significantly related with
extrinsic satisfaction). For those Reading Recovery teachers (N=212) who participated in
leadership activities (making presentations, delivery staff development and working with
colleagues) there was a significant correlation between leadership practices and all three
satisfaction subscales, while for those teachers who did not participate in leadership
activities the correlation between leadership practices and satisfaction was significant only
for intrinsic satisfaction. Teachers who participated in leadership activities also reported
higher scores for Challenging, Enabling and Modeling than did their non-active
counterparts. MSQ scores revealed greater intrinsic than extrinsic satisfaction levels.