An investigation of teacher locus-of-control, principal leadership and job satisfactio

It was hypothesized that teachers who scored highest on the Internal subtest of the I, P, C (Internal, Powerful Others, Chance) Scale would report higher levels of job satisfaction on the JDI (Job Descriptive Index) when their principal's primary leadership style on the Lead Self and Lead Other was low task-low relationship. Teachers scoring highest on Powerful Others would experience higher levels of job satisfaction when their principal's preferred leadership style was high relationship-high task or high relationship-low task. Teachers who scored highest on the Chance subtest would experience higher levels of job satisfaction when their principal's preferred leadership style was high task-low relationship. Teachers whose principals demonstrate adaptability would report more job satisfaction regardless of their locus of control.;In fact, there was no significant difference in teacher satisfaction with Supervision or the Job In General when teachers' locus of control scores matched the principals' self-reported leadership style or the teacher perceived leadership style.;Higher job satisfaction was positively related to teacher-perceived adaptability of the principal as well as perception of him/her as utilizing the high relationship quadrants of selling and participating. Conversely, a strong negative correlation existed between job satisfaction and teacher perceived delegation by the principal. Teacher gender (female) and grade level (elementary) are also highly correlated with job satisfaction.