Relationships Between Educators\u27 Organizational Commitment, Job Satisfaction, and Administrators\u27 Gender

The purpose of this quantitative, causal-comparative study was to examine the differences between teachers\u27 mean job satisfaction scores based on the administrators\u27 gender and examine the relationship between the administrators\u27 gender and teachers\u27 organizational commitment plans in Tennessee middle schools. Job satisfaction and organizational commitment was measured by the Tennessee Teaching, Empowering, Leading and Learning (TELL) Survey that was administered online and completed by Tennessee teachers voluntarily and anonymously. A stratified random selection of schools based on the administrator\u27s gender (female, n = 85; male, n = 85) was selected (N = 170) from those achieving the predetermined response criteria of 50% return rate. Schools where the principal had been in position for less than three years were excluded. A multivariate analysis of variance (MANOVA) was used to analyze the association between the dependent variable, job satisfaction, based on the independent variable, administrators\u27 gender. Pearson\u27s chi-square analysis was used to analyze the relationship between administrators\u27 gender and teachers\u27 organizational commitment plans in education. Significance was with the implications for increased gender awareness, teacher commitment and satisfaction, and teacher retention