Purpose: the Purpose of This Study Was to Determine the Job Satisfaction of Principals

Postell, L. M. (2012, January 1). Job Satisfaction of Principals and Assistant Principals in Traditional Public High Schools and Charter High Schools in Los Angeles County, California.ProQuest LLC,

Purpose: The purpose of this study was to determine the job satisfaction of principals and assistant principals in traditional public high schools in Southern California's Los Angeles Unified School District (LAUSD) and those in charter high schools operating within the same boundaries. Methodology: The subjects in the present study were 15 traditional high school principals, 46 traditional high school assistant principals, 10 charter high school principals, and 1 charter high school assistant principal. Subjects responded to two research instruments: (a) a survey assessing job satisfaction based on Herzberg's two-factor theory, and (b) an interview utilizing 5 semi structured interview questions assessing job satisfaction in their positions. Findings: Examination of the quantitative and qualitative data from traditional and charter high schools indicated high levels of job satisfaction in terms of Herzberg's motivation factors such as service, achievement, recognition, and work itself. Conclusions: The study data support the conclusion that principals and assistant principals in traditional and charter high schools are satisfied with the service they provide public education.

Perry, J. L. (2013).The impact of an urban charter school leadership training program on participants(Order No. 3571095). Available From Education Database. (1432355662). Retrieved from

The study was limited to one charter school leadership training program despite the existence of several programs preparing leaders for charter school leadership, and due to the small size, it will not be possible to generalize to all leadership preparation programs or even all charter school leadership preparation programs.

Simpson, G. H. (2011).School leaders' use of data-driven decision-making for school improvement: A study of promising practices in two california charter schools(Order No. 3478014). Available from ProQuest Central. (901883434). Retrieved from

The current interest in using data-driven decision-making in schools has focused on how best to use student achievement data to meet the demands of current accountability requirements. The purpose of this study was to investigate promising practices specific to school leaders' use of data-driven decision-making for school improvement at two California charter schools.

The following data sources were included in this qualitative case study that applied descriptive research and design: interviews of charter school principals and other administrators, interviews with teacher leaders, review of archival documents, and observation of professional development meetings related to the use of data to influence teaching and promote student achievement. Finally, a culture of trust and collaborative inquiry was established where teachers were able to learn, question and share the relationship between data and good teaching practices.

The findings of this study have been incorporated into the Center on Educational Governance Web-Compendium of Promising Practices designed to disseminate innovative best practices beyond the school site and assist other policy makers and educators who wish to gain knowledge on leaders' use of data-driven decision-making for school improvement.

Gius, M. (2016). TEACHER JOB SATISFACTION IN CHARTER SCHOOLS.Journal of Economics and Economic Education Research,17(2), 88-96. Retrieved from

Using a large sample of teachers from the year 2011 and assuming that a teacher's choice to work in a charter school is exogenous, the results of this study suggest that teachers in charter schools are more enthusiastic, less willing to leave their jobs for better pay, and do not regret being teachers more so than regular public school teachers.

Renzulli, L. A., Parrott, H. M., & Beattie, I. R. (2011). Racial mismatch and school type.Sociology of Education,84(1), 23-48. doi:

Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. Using 1999-2000 Schools and Staffing Survey data, the authors find that charter school teachers are more satisfied than are public school teachers because of greater autonomy. The authors also show that teaching in racially mismatched schools results in lower levels of satisfaction for white teachers and that being in a charter school reduces this negative effect.