Award Date

12-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Peter Wiens

Second Committee Member

Katrina Liu

Third Committee Member

Kim Metcalf

Fourth Committee Member

Lisa Bendixen

Number of Pages

157

Abstract

This mixed methods study investigated how principal support influences teacher job satisfaction in private Jewish day schools through the lens of Self-Determination Theory (SDT). SDT asserts that motivation and well-being depend on the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Using an explanatory sequential design, quantitative data were first collected from 68 teachers across five Jewish day schools in the Southwestern United States using the Teaching and Learning Survey (TALIS) Teacher Job Satisfaction Scale (TJSS) and the Principal Support Scale (PSS). Results showed moderate to high satisfaction levels and a strong positive correlation between principal support and teacher job satisfaction, with competence-related feedback and autonomy-supportive leadership emerging as the strongest predictors. The qualitative phase consisted of six semi-structured interviews with teachers at the school with the highest survey participation. Participants described how principals who provided consistent feedback, modeled the school’s mission, and maintained transparent communication promoted teacher motivation, confidence, and belonging. Integrated results demonstrated that principal support fulfills teachers’ psychological needs, directly influencing satisfaction and retention. Findings suggest that principal preparation programs and professional development should integrate principles of SDT to enhance teacher motivation and retention. This study contributes to the literature by offering empirical evidence on how principal behaviors promote teacher well-being and commitment within the unique cultural and organizational context of Jewish day schools, providing practical implications for faith-based and independent educational institutions more broadly.

Keywords

Jewish day schools; mixed methods; Principal Support; Self-Determination Theory; Teacher Job Satisfaction; teacher motivation

Disciplines

Education | Educational Leadership | Teacher Education and Professional Development

File Format

PDF

File Size

1181 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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