Contributing Factors to Secondary Administrator Job Satisfaction and Outcomes
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| Title: | Contributing Factors to Secondary Administrator Job Satisfaction and Outcomes |
|---|---|
| Language: | English |
| Authors: | Heidi Hulse Mickelsen, Rachel White |
| Source: | AASA Journal of Scholarship & Practice. 2026 22(4):15-28. |
| Availability: | AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Assistant Principals, Job Satisfaction, Administrator Education, Mentors, Feedback (Response), School Districts, Accountability, Secondary Schools, Burnout, Administrator Evaluation, Disadvantaged Schools |
| ISSN: | 1550-9850 1931-6569 |
| Abstract: | The significance of the role of school administrator has been shown in recent years to be second only to the influence of the classroom teacher in terms of increasing student achievement and improving the climate and culture of a school. The purpose of this mixed-methods study was to determine how preparation, mentorship, feedback, and district infrastructure influence secondary administrator principal job satisfaction and outcomes. While the study focused on the assistant principal (AP), the findings and recommendations apply to principals and vice principals (VP) alike. Correlational analyses indicated that strong principal relationships, the presence of a formal evaluation, and having district support all significantly contributed to higher levels of AP job satisfaction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.aasa.org/resources/resource/contributing-factors-to-secondary-administrator-job-satisfaction-and-outcomes |
| Accession Number: | EJ1496279 |
| Database: | ERIC |
| Abstract: | The significance of the role of school administrator has been shown in recent years to be second only to the influence of the classroom teacher in terms of increasing student achievement and improving the climate and culture of a school. The purpose of this mixed-methods study was to determine how preparation, mentorship, feedback, and district infrastructure influence secondary administrator principal job satisfaction and outcomes. While the study focused on the assistant principal (AP), the findings and recommendations apply to principals and vice principals (VP) alike. Correlational analyses indicated that strong principal relationships, the presence of a formal evaluation, and having district support all significantly contributed to higher levels of AP job satisfaction. |
|---|---|
| ISSN: | 1550-9850 1931-6569 |
