Examining Job Satisfaction among Kentucky Head Principals Using the Rasch Rating Scale Model

Abstract

Effective principals can impact student learning and other vital outcomes; thus, it is important to retain effective school leaders. This article examines the perceived sources of Kentucky principals’ satisfaction and dissatisfaction with their work and implications for policies and practices to increase principal retention. Survey research methods were used and Kentucky principals’ satisfaction with specified job facets was measured using the Rasch Rating Scale Model (RRSM). Data indicated that head principals sampled in Kentucky were generally dissatisfied with the amount of time spent on tasks that have nothing to do with their primary responsibility of improving student outcomes.