Exploring the Impact of Different Leadership Styles on Job Satisfaction among Primary School Teachers in the Achaia Region, Greece
Abstract
:1. Introduction
Theoretical Background
2. Materials and Methods
3. Results
3.1. The Sample of the Study
3.2. Leadership Style Perceptions of the Participants
3.3. Job Satisfaction Dimensions of the Participants
3.4. EFA and Correlation Analysis
3.4.1. Overall Satisfaction from Work
3.4.2. Overall Implications
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Saiti, A. Main factors of job satisfaction among primary school educators: Factor analysis of the Greek reality. Manag. Educ. 2007, 21, 28–32. [Google Scholar] [CrossRef]
- Fütterer, T.; van Waveren, L.; Hübner, N.; Fischer, C.; Sälzer, C. I can’t get no (job) satisfaction? Differences in teachers’ job satisfaction from a career pathways perspective. Teach. Teach. Educ. 2023, 121, 103942. [Google Scholar] [CrossRef]
- Lazaridou, A. Personality and resilience characteristics of preschool principals: An iterative study. Int. J. Educ. Manag. 2020, 35, 29–46. [Google Scholar] [CrossRef]
- Chandolia, E.; Anastasiou, S. Leadership and conflict management style are associated with the effectiveness of school conflict management in the Region of Epirus, NW Greece. Eur. J. Investig. Health Psychol. Educ. 2020, 10, 455–468. [Google Scholar] [CrossRef] [PubMed]
- Thomas, L.; Tuytens, M.; Devos, G.; Kelchtermans, G.; Vanderlinde, R. Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. Educ. Manag. Adm. Leadersh. 2019, 48, 106–132. [Google Scholar] [CrossRef]
- Anastasiou, S. The significant effect of leadership and conflict management on job satisfaction. Acad. J. Interdiscip. Stud. 2020, 9, 9–17. [Google Scholar] [CrossRef]
- Eliophotou-Menon, M.; Lefteri, A. The link between transformational leadership and teacher self-efficacy. Education 2021, 142, 42–52. [Google Scholar]
- Karamanis, K.; Gogos, C. The impact of flexible working at firm level. Evidence from greek labor market. J. Int. Stud. 2020, 13, 9–24. [Google Scholar] [CrossRef]
- Rupčić, N.; Božac, M.G.; Angeleski, I. Conflict management in the academic environment: Is there room for wonder? Int. J. Manag. Educ. 2022, 16, 383–406. [Google Scholar] [CrossRef]
- Kostelić, K.; Paulišić, M.; Gonan Božac, M. Modeling Conflicts at Work: The Case of Elementary School Employees in Croatia. Adm. Sci. 2023, 13, 20. [Google Scholar] [CrossRef]
- Lan, T.-S.; Chang, I.-H.; Ma, T.-C.; Zhang, L.-P.; Chuang, K.-C. Influences of Transformational Leadership, Transactional Leadership, and Patriarchal Leadership on Job Satisfaction of Cram School Faculty Members. Sustainability 2019, 11, 3465. [Google Scholar] [CrossRef]
- Maheshwari, G. Influence of Teacher-Perceived Transformational and Transactional School Leadership on Teachers’ Job Satisfaction and Performance: A Case of Vietnam. Leadersh. Policy Sch. 2022, 21, 876–890. [Google Scholar] [CrossRef]
- Trigueros, R.; Padilla, A.; Aguilar-Parra, J.M.; Mercader, I.; López-Liria, R.; Rocamora, P. The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance. Int. J. Environ. Res. Public Health 2020, 17, 7687. [Google Scholar] [CrossRef] [PubMed]
- Sayadi, Y. The effect of dimensions of transformational, transactional, and non-leadership on the job satisfaction and organizational commitment of teachers in Iran. Manag. Educ. 2016, 30, 57–65. [Google Scholar] [CrossRef]
- Skaalvik, E.M.; Skaalvik, S. Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Soc. Psychol. Educ. 2017, 20, 15–37. [Google Scholar] [CrossRef]
- Karadag, E. The effect of educational leadership on students’ achievement: A cross-cultural meta-analysis research on studies between 2008 and 2018. Asia Pac. Educ. Rev. 2020, 21, 49–64. [Google Scholar] [CrossRef]
- Anastasiou, S.; Garametsi, V. Perceived leadership style and job satisfaction of teachers in public and private schools. Int. J. Manag. Educ. 2021, 15, 58–77. [Google Scholar] [CrossRef]
- Freeman, G.T.; Fields, D. School leadership in an urban context: Complicating notions of effective principal leadership, organizational setting, and teacher commitment to students. Int. J. Leadersh. Educ. 2023, 26, 318–338. [Google Scholar] [CrossRef]
- Eliophotou-Menon, M. The relationship between transformational leadership, perceived leader effectiveness and teachers’ job satisfaction. J. Educ. Adm. 2014, 52, 509–528. [Google Scholar] [CrossRef]
- Stavrianoudaki, A.; Iordanides, G. School Autonomy and Effectiveness in Greek Primary Education. Int. Stud. Educ. Adm. 2018, 46, 92–109. [Google Scholar]
- Saitis, C.; Eliophotou, M.M. Views of Future and Current Teachers on the Effectiveness of Primary School Leadership: Evidence from Greece. In Leadership & Policy in Schools; Routledge: London, UK, 2004. [Google Scholar]
- Anastasiou, S.; Papakonstantinou, G. Factors affecting job satisfaction, stress and work performance of secondary education teachers in Epirus, NW Greece. Int. J. Manag. Educ. 2015, 8, 37–53. [Google Scholar] [CrossRef]
- Papazoglou, A.; Koutouzis, M. Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context. Int. J. Leadersh. Educ. 2019, 25, 634–646. [Google Scholar] [CrossRef]
- Brinia, V.; Papantoniou, E. High school principals as leaders: Styles and sources of power. Int. J. Educ. Manag. 2016, 30, 520–535. [Google Scholar] [CrossRef]
- Koutouzis, M.; Malliara, K. Teachers’ job satisfaction: The effect of principal’s leadership and decision-making style. Int. J. Educ. 2017, 9, 71–89. [Google Scholar] [CrossRef]
- Anastasiou, S.; Belios, E. Effect of age on job satisfaction and emotional exhaustion of primary school teachers in Greece. Eur. J. Investig. Health Psychol. Educ. 2020, 10, 644–655. [Google Scholar] [CrossRef]
- Papas, G.; Psacharopoulos, G. Teachers’ Employment Conditions in Greece: Findings of a Survey. J. Mod. Greek Stud. 1995, 13, 243–249. [Google Scholar] [CrossRef]
- Antoniou, A.S.; Polychroni, F.; Kotroni, C. Working with students with special educational needs in Greece: Teachers’ stressors and coping strategies. Int. J. Spec. Educ. 2009, 24, 100–111. [Google Scholar]
- Antoniou, A.S.; Pavlidou, K.; Charitaki, G.; Alevriadou, A. Profiles of teachers’ work engagement in special education: The impact of burnout and job satisfaction. Int. J. Disabil. Dev. Educ. 2022, 1–18. [Google Scholar] [CrossRef]
- Avolio, B.J.; Bass, B.M. Multifactor Leadership Questionnaire. Manual and Sampler Set, 3rd ed.; Mindgarden: Redwood City, CA, USA, 2004. [Google Scholar] [CrossRef]
- Belias, D.; Koustelios, A.; Golia, A. Leadership Style and Job Satisfaction of Greek Banking Institutions. Int. J. Manag. Bus. Res. 2015, 53, 237–248. [Google Scholar]
- Koutouzis, E.; Papazoglou, A. Transforming Greek Primary Schools into Learning Organizations; Hellenic Open University: Athens, Greece, 2016. [Google Scholar]
- Konstantinou, C.; Prezerakos, P. Relationship Between Nurse Managers’ Leadership Styles and Staff Nurses’ Job Satisfaction in a Greek NHS Hospital. Am. J. Nurs. Sci. 2015, 7, 45–50. [Google Scholar] [CrossRef]
- Magoulianitis, G. Leadership Types and Vision in Greek Police. Ph.D. Thesis, University of Patras, Patras, Greece, 2011. (In Greek). [Google Scholar]
- Warr, P.; Cook, J.; Wall, T. Scales for the measurement of some work attitudes and aspects of psychological well-being. J. Occup. Psychol. 1979, 52, 129–148. [Google Scholar] [CrossRef]
- Markovits, Y.; Davis, A.; Van Dick, R. Organizational Commitment Profiles and Job Satisfaction among Greek Private and Public Sector Employees. Int. J. Cross-Cult. Manag. 2007, 7, 77–99. [Google Scholar] [CrossRef]
- Platis, C.; Ilonidou, C.; Stergiannis, P.; Ganas, A.; Intas, G. The Job Rotation of Nursing Staff and Its Effects on Nurses’ Satisfaction and Occupational Engagement. In GeNeDis 2020: Geriatrics; Springer International Publishing: Cham, Switzerland, 2021; pp. 159–168. [Google Scholar]
- Iwu, C.G.; Ezeuduji, I.O.; Iwu, I.C.; Ikebuaku, K.; Tengeh, R.K. Achieving quality education by understanding teacher job satisfaction determinants. Soc. Sci. 2018, 7, 25. [Google Scholar] [CrossRef]
- Katsantonis, I.G. Investigation of the impact of school climate and teachers’ self-efficacy on job satisfaction: A cross-cultural approach. Eur. J. Investig. Health Psychol. Educ. 2019, 10, 119–133. [Google Scholar] [CrossRef] [PubMed]
- Lūsēna-Ezera, Ι.; Siliņa-Jasjukeviča, G.; Lastovska, A.; Surikova, S.; Kaulēns, O.; Linde, I. Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents. Educ. Sci. 2023, 13, 1000. [Google Scholar] [CrossRef]
- Lalagka, S. Job satisfaction among Greek secondary teachers and the role of school. J. Contemp. Educ. Theory Res. 2017, 1, 23–32. [Google Scholar]
- Lūsēna-Ezera, I.; Siliņa-Jasjukeviča, G.; Kaulēns, O.; Linde, I.; Līduma, D. The Relationship between the School as a Learning Organisation and Teacher Job Satisfaction in General Education in Latvia. Educ. Sci. 2023, 13, 1171. [Google Scholar] [CrossRef]
- Anastasiou, S.; Anagnostou, L. Variability in Indices of Economic Hardship and Burnout Components of Primary School Teachers in Greece. IBIMA Bus. Rev. 2020, 2020, 303976. [Google Scholar] [CrossRef]
- Hilel, A.; Ramírez-García, A. The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools. Educ. Sci. 2022, 12, 285. [Google Scholar] [CrossRef]
- Lomba-Portela, L.; Domínguez-Lloria, S.; Pino-Juste, M.R. Resistances to educational change: Teachers’ perceptions. Educ. Sci. 2022, 12, 359. [Google Scholar] [CrossRef]
- Bass, B.M.; Riggio, R.E. Transformational Leadership, 2nd ed.; Routledge: New York, NY, USA, 2014. [Google Scholar]
- Rajnandini, P.; Ethlyn, A.W. Transformational leadership, self-efficacy, group cohesiveness, commitment, and performance. J. Organ. Chang. Manag. 2004, 17, 16. [Google Scholar]
- Walumbwa, F.O.; Lawler, J.L.; Avolio, B.J.; Wang, P. Transformational Leadership and Work-Related Attitudes: The Moderating Effects of Collective and Self-Efficacy across Cultures. J. Leadersh. Organ. Stud. 2005, 11, 2–16. [Google Scholar] [CrossRef]
- Boamah, S.A.; Spence Laschinger, H.K.; Wong, C.; Clarke, S. Effect of transformational leadership on job satisfaction and patient safety outcomes. Nurs. Outlook 2018, 66, 180–189. [Google Scholar] [CrossRef] [PubMed]
- Anastasiou, S.; Oikonomou, E. Effectiveness, Leadership Style and Gender of Secondary Education School Principals in Athens, Greece. World J. Vocat. Educ. Train. 2020, 2, 12–20. [Google Scholar]
- Tengi, M.; Mansor, M.; Zahari, H. A review theory of transformational leadership for school. Int. J. Acad. Res. Bus. Soc. Sci. 2017, 7, 792–799. [Google Scholar]
- Saridakis, G.; Lai, Y.; Muñoz Torres, R.I.; Gourlay, S. Exploring the Relationship between Job Satisfaction and Organizational Commitment: An Instrumental Variable Approach. Int. J. Hum. Resour. Manag. 2020, 31, 1739–1769. [Google Scholar] [CrossRef]
- Zurita-Ortega, F.; Olmedo-Moreno, E.M.; Chacón-Cuberos, R.; Expósito López, J.; Martínez-Martínez, A. Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model. Int. J. Environ. Res. Public Health 2020, 17, 293. [Google Scholar] [CrossRef]
- Neves, L.G.; Coimbra, J.L. Evidence of the Validity of the Internal Structure of the Ethical, Transformational, and Moral Leadership Scale in an Educational Portuguese Context. Paidéia 2019, 29, e2904. [Google Scholar] [CrossRef]
- Marquis, B.L.; Huston, C.J. Leadership Roles and Management Functions in Nursing: Theory and Application; Lippincott Williams & Wilkins: Philadelphia, PA, USA, 2015. [Google Scholar]
- Saiti, A. Conflicts in schools, conflict management style and the role of the school leader: A study of Greek primary school educators. Educ. Manag. Adm. Leadersh. 2015, 43, 582–609. [Google Scholar] [CrossRef]
- Engvik, G.; Emstad, A.B. The importance of school leaders’ engagement in socialising newly qualified teachers into the teaching profession. Int. J. Leadersh. Educ. 2017, 20, 468–490. [Google Scholar] [CrossRef]
- Rad, A.M.M.; Yarmohammadian, M.H. A study of relationship between managers’ leadership style and employees’ job satisfaction. Leadersh. Health Serv. 2006, 9, 11–28. [Google Scholar]
- Ahmed Iqbal, Z.; Abid, G.; Arshad, M.; Ashfaq, F.; Athar, M.A.; Hassan, Q. Impact of authoritative and laissez-faire leadership on thriving at work: The moderating role of conscientiousness. Eur. J. Investig. Health Psychol. Educ. 2021, 11, 667–685. [Google Scholar] [CrossRef] [PubMed]
- Asad, M.M.; Rind, A.A.; Abdulmuhsin, A.A. Impact of transformational leadership on educational institutes culture: A quantitative study in the context of Pakistan. Int. J. Organ. Anal. 2022, 30, 1235–1250. [Google Scholar]
- Wolomasi, A.K.; Asaloei, S.I.; Werang, B.R. Job Satisfaction and Performance of Elementary School Teachers. Int. J. Eval. Res. Educ. 2023, 26, 318–388. [Google Scholar] [CrossRef]
- Castillo, I.; Álvarez, O.; Esteva, I.; Queralt, A.; Molina-García, J. Passion for teaching, transformational leadership and burnout among physical education teachers. Rev. Psicol. Deporte 2017, 26, 57–61. [Google Scholar]
- Ortan, F.; Simut, C.; Simut, R. Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. Int. J. Environ. Res. Public Health 2021, 18, 12763. [Google Scholar] [CrossRef] [PubMed]
- Zhang, J.; Huang, Q.; Xu, J. The relationships among transformational leadership, professional learning communities and teachers’ job satisfaction in China: What do the principals think? Sustainability 2022, 14, 2362. [Google Scholar] [CrossRef]
- Han, X.; Xu, Q.; Xiao, J. The Influence of School Atmosphere on Chinese Teachers’ Job Satisfaction: The Chain Mediating Effect of Psychological Capital and Professional Identity. Behav. Sci. 2022, 13, 1. [Google Scholar] [CrossRef]
- Gkolia, A.; Koustelios, A.; Belias, D. Exploring the association between transformational leadership and teacher’s self-efficacy in Greek education system: A multilevel SEM model. Int. J. Leadersh. Educ. 2018, 21, 176–196. [Google Scholar] [CrossRef]
- Dou, D.; Devos, G.; Valcke, M. The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educ. Manag. Adm. Leadersh. 2017, 45, 959–977. [Google Scholar] [CrossRef]
Demographic Variable | Percentage | Count |
---|---|---|
Gender | 20.9 ♂, 79.1 ♀ | 86 ♂ 325 ♀ |
Age Group | 4.3% (20–30), 21.1% (31–40), 31.1% (41–50), 40.7% (51–60), 2.7% (61 yrs and over) | 18 (20–30), 87 (31–40), 127 (41–50), 167 (51–60), 12 (61 yrs and over) |
Level of Education | 53.6% (Bachelor’s Degree), 4.5% (Second Bachelor’s Degree), 39.3% (Master’s Degree), 2.5% (Doctorate) | 220 (Bachelor’s Degree), 19 (Second Bachelor’s Degree), 162 (Master’s Degree), 10 (Doctorate) |
Years of Experience as a Public School Teacher | 5.9% (1–5), 3.5% (6–10), 15.9% (11–15), 28.6% (16–20), 46.2% (21 yrs and over) | 24 (1–5), 14 (6–10), 65 (11–15), 118 (16–20), 190 (21 yrs and over) |
Employment Status | 93.5% (Permanent Teacher) 6.5% (Substitute Teacher, Part-Time/Full-Time), | 384 (Permanent Teacher) 27 (Substitute Teacher, Part-Time/Full-Time), |
Leadership Style | Mean (±Sd) | Min | Max | Cronbach’s Alpha |
---|---|---|---|---|
Transformational | 2.66 (±0.95) | 0.22 | 4.00 | 0.903 |
Transactional | 2.59 (±0.73) | 0.50 | 4.00 | 0.656 |
Passive-laissez-faire | 1.38 (±0.78) | 0.00 | 3.50 | 0.719 |
Job Satisfaction Dimensions | Mean (±Sd) | Min | Max | Cronbach’s Alpha |
---|---|---|---|---|
Extrinsic job Satisfaction | 4.89 (1.28) | 1.00 | 7.00 | 0.941 |
Intrinsic job Satisfaction | 4.55 (1.13) | 1.00 | 7.00 | 0.737 |
Overall job Satisfaction | 4.80 (1.13) | 1.00 | 7.00 | 0.930 |
Item | Factor 1 | Factor 2 |
---|---|---|
E 5: Satisfaction with supervisor | 0.949 | |
I 4: Satisfaction with recognition for work | 0.918 | |
E 3: Satisfaction with colleagues | 0.882 | |
E 11: Satisfaction with management style | 0.866 | |
E 9: Satisfaction with labor-management relations | 0.835 | |
I 12: Satisfaction with attention given to suggestions | 0.791 | |
I 2: Satisfaction with freedom to choose how to work | 0.713 | |
I 6: Satisfaction with amount of responsibility | 0.671 | |
E 1: Satisfaction with working conditions | 0.544 | |
I 10: Satisfaction with promotion prospects | 0.525 | |
I 8: Satisfaction with ability to use skills | 0.514 | 0.417 |
E 13: Satisfaction with work hours | 0.835 | |
I 14: Satisfaction with task variety | 0.805 | |
E 15: Satisfaction with job security | 0.707 | |
E 7: Satisfaction with pay | 0.509 |
Factor | Age | Education | Work Experience |
---|---|---|---|
Factor 1. | −0.123 ** | −0.051 | −0.022 |
Overall Job Satisfaction | −0.098 ** | −0.050 | −0.005 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | ||
---|---|---|---|---|---|---|---|---|---|---|
1. Age | r | 1 | ||||||||
p | ||||||||||
2. Qualifications | r | −0.277 ** | ||||||||
p | 0.000 | |||||||||
3. Work Experience | r | 0.794 ** | −0.238 ** | |||||||
p | 0.000 | 0.000 | ||||||||
4. Satisfaction with freedom to choose how to work | r | −0.112 * | −0.090 | −0.028 | ||||||
p | 0.019 | 0.060 | 0.554 | |||||||
5. Satisfaction with recognition for work | r | −0.112 * | −0.061 | −0.041 | 0.661 ** | |||||
p | 0.019 | 0.202 | 0.398 | 0.000 | ||||||
6. Satisfaction with amount of responsibility | r | −0.072 | −0.012 | −0.023 | 0.583 ** | 0.613 ** | ||||
p | 0.134 | 0.810 | 0.637 | 0.000 | 0.000 | |||||
7. Satisfaction with ability to use skills | r | −0.080 | −0.040 | −0.021 | 0.614 ** | 0.650 ** | 0.560 ** | |||
p | 0.097 | 0.401 | 0.660 | 0.000 | 0.000 | 0.000 | ||||
8. Satisfaction with promotion prospects | r | −0.182 ** | 0.017 | −0.184 ** | 0.408 ** | 0.550 ** | 0.406 ** | 0.566 ** | ||
p | 0.000 | 0.731 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | |||
9. Satisfaction with attention given to suggestions | r | −0.080 | 0.015 | −0.052 | 0.499 ** | 0.698 ** | 0.602 ** | 0.557 ** | 0.544 ** | |
p | 0.095 | 0.763 | 0.278 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | ||
10. Satisfaction with task variety | r | −0.036 | 0.061 | −0.072 | 0.382 ** | 0.341 ** | 0.414 ** | 0.601 ** | 0.438 ** | 0.450 ** |
p | 0.458 | 0.204 | 0.136 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 |
Leadership Style | Intrinsic | Extrinsic | Overall Job Satisfaction |
---|---|---|---|
Transformational | 0.785 ** | 0.318 ** | 0.737 * |
Transactional | 0.316 ** | 0.204 ** | 0.301 * |
Passive-laissez-faire | −0.437 ** | −0.152 ** | −0.413 * |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Panagopoulos, N.; Karamanis, K.; Anastasiou, S. Exploring the Impact of Different Leadership Styles on Job Satisfaction among Primary School Teachers in the Achaia Region, Greece. Educ. Sci. 2024, 14, 45. https://doi.org/10.3390/educsci14010045
Panagopoulos N, Karamanis K, Anastasiou S. Exploring the Impact of Different Leadership Styles on Job Satisfaction among Primary School Teachers in the Achaia Region, Greece. Education Sciences. 2024; 14(1):45. https://doi.org/10.3390/educsci14010045
Chicago/Turabian StylePanagopoulos, Nick, Kostas Karamanis, and Sophia Anastasiou. 2024. "Exploring the Impact of Different Leadership Styles on Job Satisfaction among Primary School Teachers in the Achaia Region, Greece" Education Sciences 14, no. 1: 45. https://doi.org/10.3390/educsci14010045