Abstract
While prior research has attempted to explore followership styles and how they connect to job satisfaction in employees, no other study could be found which specifically focused on public, K-12 teachers in the United States. The main purpose of this nonexperimental, quantitative study was to determine whether differences existed in perceived job satisfaction of K-12 teachers from the same Midwest district based on followership styles. Specifically, the research question guiding this study asked about the differences in perceived job satisfaction scores among teacher followership styles in a small Midwestern district. While the research hypothesis for this study – teachers who indicate an exemplary followership style will demonstrate higher levels of job satisfaction compared to teachers indicating alienated, conformist, pragmatist, and passive styles of followership – was partially supported, the null hypothesis – teachers who indicate an exemplary followership style will demonstrate similar levels of job satisfaction compared to teachers indicating alienated, conformist, pragmatist, and passive styles of followership – was rejected. Although exemplary followers only demonstrated statistically significant mean job satisfaction rates that were higher when compared to conformist, interestingly, conformist followers demonstrated statistically significant mean job satisfaction rates that were lower than all other types of followers present in this study.|Keywords: followership, followership styles, follower, leader, job satisfaction, teachers, K-12, United States