This article presents data on the levels of and relationships between overall job satisfaction and facet satisfaction for a sample of 801 Alberta teachers. Relevant literature is discussed. The relationships are investigated using correlation and factor analyses of questionnaire data, as well as analysis of written responses.Edward A. Holdaway is a Professor in the

Although manyjob satisfaction studies have been conducted, they have tended to focus primarily on production workers rather than on administrators. To help offset this imbalance, this research project examined the job satisfaction of a random sample of schoolprincipals. Aspects of their job satisfaction are presented and discussed in this article and are related to previousfindings and to Herzberg's two-factor theory. The results provide insights into the role of the schoolprincipal. Methodological concerns in the study of job satisfaction are also presented.

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The theory that perceptions of job facet satisfaction are already weighted by importance was investigated with reference to elementary and junior high school principals in Alberta, Canada. Relationships were examined between (a) the importance of job facets for satisfaction and (b) satisfaction with job facets and overall job satisfaction. Results indicated that, contrary to findings in professions other than education, assessments of facet importance may not be implicit in assessments of job satisfaction. Facet importance and facet satisfaction should therefore be investigated as separate variables, and initiatives to enhance school administrators' satisfaction may best be focused on important matters such as involvement in hiring of staff (elementary schools) and the performance of students and teachers (junior high schools). In view of the changing role of school principals in many locations, studies of job satisfaction and the importance of job facets for satisfaction are needed urgently.

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