Journal of Applied Educational and Policy Research 2022-11-17T17:39:21+00:00 Kristin Villanueva Open Journal Systems <p>The Journal of Applied Educational and Policy Research (JAEPR) is a peer-reviewed, scholarly, open-access journal of the Center for Educational Measurement and Evaluation at the University of North Carolina at Charlotte in partnership with the North Carolina Association for Researchers in Education (NCARE). All submissions undergo a rigorous peer-review process by members of the editorial staff, editorial board, and invited reviewers. There are no author fees. JAEPR accepts manuscripts of original research, application of educational research methodology, and commentaries on policy analysis. Articles for the Research section report the results of empirical studies that focus on relevant educational policy-related topics. Articles for the Methods Forum section outline unique applications of educational research and evaluation methods. Articles for the Policy Forum section explore topics relevant to educational policy at the local, state, and national levels.</p> Relating Principals’ Invitational Leadership to Teacher Job Satisfaction and Principal Effectiveness in High-Poverty Rural Elementary Schools 2022-06-02T00:31:43+00:00 Rebecca Shore Matthew Younis Jamie Kudlats Jillian LaSerna Jim Watson Kyle Cox <h1>Abstract</h1> <p>Despite a third of students in the United States attending rural schools, research concerning rural school leadership is sparse. The purpose of this study was to examine the relationships between rural school principals’ Invitational Leadership and teacher satisfaction as well as teacher perceptions of principals’ effectiveness. Multiple regression was used to model these relationships while considering possible interactions with school academic performance level (low- or high- performing). A total of 240 teachers from 23 rural, Title I elementary schools completed a leadership survey. The 49-item instrument measures leaders’ Invitational Leadership behaviors as well as teachers’ job satisfaction and teacher perceptions of the principals’ effectiveness. Results indicated significant positive relationships between both teacher job satisfaction and teacher perception of principal effectiveness and principals’ Invitational Leadership. However, the strength of the teacher satisfaction-Invitational Leadership relationship was dependent on a school’s academic performance level with a significantly stronger relationship found in high-performing schools.</p> <h1>Keywords: school leadership, rural schools, invitational leadership, caring school leadership</h1> 2022-11-17T00:00:00+00:00 Copyright (c) 2022 Journal of Applied Educational and Policy Research Table of Contents 2022-11-17T17:12:23+00:00 Kristin Villanueva 2022-11-17T00:00:00+00:00 Copyright (c) 2022 Journal of Applied Educational and Policy Research