The Opinions of Teachers on the Effects of the Administrative Behaviors of School Principals on Teachers’ Job Satisfaction

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

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Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

International Journal of Public Leadership ◽

10.1108/ijpl-03-2021-0026 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Bünyamin Han ◽

Rasim Tösten ◽

Zakir Elçiçek

Keyword(s):

Job Satisfaction ◽

Public Schools ◽

Teacher Motivation ◽

School Principals ◽

Leadership Behaviors ◽

Content Type ◽

The Public ◽

Public Leadership ◽

Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

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Does the principal's leadership contribute to teacher job satisfaction at school?

JPPI (Jurnal Penelitian Pendidikan Indonesia) ◽

10.29210/02019542 ◽

2019 ◽

Vol 5 (2) ◽

pp. 51

Author(s):

Nellitawati Nellitawati

Keyword(s):

Job Satisfaction ◽

School Principals ◽

Teacher Job Satisfaction ◽

Questionnaire Data ◽

Satisfaction Questionnaire ◽

Analysis Techniques ◽

Correlational Research ◽

Correlation Techniques ◽

Simple Regression

<p>The purpose of this study was to analyze the contribution of principals’ leadership to teacher job satisfaction. Using quantitative correlational research methods, which will reveal the contribution of each variable. The research sample was 86 teachers. Data collection used two instruments, namely the teacher's job satisfaction questionnaire and the principal’s leadership questionnaire. Data analysis techniques using simple regression and correlation techniques. The results showed that the principal’s leadership significantly contributed to teacher job satisfaction. It can be concluded that the Principal’s leadership is one of the most important factors because it can affect teacher job satisfaction. So that improving the quality of leadership by school principals needs to be improved.</p>

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Emotional Intelligence and Political Skill Really Matter in Educational Leadership

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch060 ◽

2016 ◽

pp. 1274-1303

Author(s):

Nikoletta Taliadorou ◽

Petros Pashiardis

Keyword(s):

Job Satisfaction ◽

Emotional Intelligence ◽

Social Skills ◽

Educational Leadership ◽

School Leadership ◽

School Principals ◽

Political Skill ◽

Complex Environment ◽

Political Skills ◽

The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

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