The Intersection of Administrators' Learning, Leadership Practices, and Teacher Job Satisfaction

This action research study examined how professional development for school-based administrators influences leadership practices, and, in turn, impacts teachers’ perceptions and job satisfaction. Using iterative action research cycles, the study engaged a principal, eight assistant principals, and teachers at a large suburban high school. Data collection methods included questionnaires, focus groups, and reflections, providing a well-rounded understanding of the connections between leadership development and teacher job satisfaction. Within this study, data analysis revealed eight findings and three themes: (1) Intentionality Matters, (2) Adaptability Requires Action, and (3) Teachers’ Job Satisfaction is Multifaceted. Findings indicated an administrative desire to engage in professional development, even if additional learning warranted adjustments to current practices. Additionally, findings showed that teachers believe improved communication and support are critical for administrative leadership practices to impact teachers’ job satisfaction. The study emphasizes the importance of leadership practices in promoting teacher retention and nurturing a positive school culture.