Professional isolation has hampered the quality of the work experience for employees inside and outside public education for decades. This study explores the role that isolation plays in predicting the quality of the work experience among new principals. The analysis tests whether isolation serves as a mediator in the relationship between factors that are known to affect the quality of work life of principals (social support; role ambiguity, role conflict, and role overload; and participation in a structured coaching relationship) and the job satisfaction of new principals. Regression analysis shows that isolation fully mediates the relationship between social support and job satisfaction and partially mediates the relationship between role ambiguity and job satisfaction.
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