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Παπακωνσταντίνου Γεώργιος, Καθηγητής, Φ.Π.Ψ., ΕΚΠΑ
Πασιάς Γεώργιος, Καθηγητής, Φ.Π.Ψ., ΕΚΠΑ
Φωτεινός Δημήτριος, Επίκουρος Καθηγητής, Φ.Π.Ψ., ΕΚΠΑ
Summary:
The present research, is attempted to explain the meanings, such as professional satisfaction, management, leadership, motivation, etc., but also the relationships between them. More specifically, this research has as its subject, the
identifying of leadership styles that predominate in secondary schools in Athens and their relationship to job satisfaction. In addition, the sources of professional satisfaction are explored, in an effort to identify some, that are related to the role of management, but also to enrich the rest of the research data.
The results can be said to be divisive, as our basic assumptions have been refuted. The results, however, show coherence and new questions arise to provide opportunities for future research. The concept of participation will be of great concern to us, as it is the variable with the most ambiguous results.
More specifically, the sample consists of 80 secondary school teachers (N: 80). Data were collected using a questionnaire sent electronically or given closely. The questionnaires were not completed immediately, but were sent by teachers In the near future. The analysis was done with the SPSS Statistical Package.
The results showed that the teachers in our sample are generally satisfied with their work. The lack of professional satisfaction associated with management does not seem to affect the overall professional satisfaction of teachers, a finding that contrasts with previous research that has placed great emphasis on the role of management in challenging job satisfaction.
Our hypothesis that the greatest source of general job satisfaction is linked to job satisfaction by management is refuted, as there is no statistical significance or correlation. Those who are satisfied with the attitude and efficiency of the administration believe at the same time that it "does the best it can, given the circumstances" and this, perhaps, is one reason to feel, in the end, satisfied. The same is true vice versa. If these conditions are set by the participants at the external environment of school, it is very likely that they will be accepted them a priori. But this is not a question of this research, but it can be a question for some future.
In addition, there is no statistical significance and correlation of the variable "choice" with the variable "total job satisfaction", with the result that our initial assumption that there is some relationship between these two variables, is demolished.
The three most common leadership traits are communicative, friendly, and realistic. Then come the democratic, the supportive, the patient, the flexible and the motivating. The indifferent and participatory leader had no significant correlation with any other trait.
Of the 7 leadership styles that result from the correlations, the highest percentage of professional satisfaction of teachers that comes from the administration is related to the 4th leadership style (vision-motivation-wisdom), as these three characteristics show the strongest correlations. Our hypothesis that the "motivational leader" is associated with high rates of job satisfaction is confirmed. Last (from the "positives" style) follows the participatory leadership style, which draw our attention again. It is positively linked, less than anything else, to job satisfaction, which again raises questions about how teachers understand participation and how it takes place in the school unit.
Participation in decision making gives the greatest professional satisfaction to teachers. They did not answer for their own school and for what is happening in their own case. They stated that in general, participation is something that satisfies them a lot, regardless of whether, it is probably not observed in their school unit.
The sources of professional satisfaction were explored more, with five-point Likert scale questions. Job satisfaction is strongly related to participation. At the same time, there is a slight doubt about the phrase "independent result".
The way in which the control is exercised, seems to concern the participants. In addition, professional satisfaction becomes stronger, when “you have a leader who is not afraid and supports you”. Regarding the reward, the largest percentage answered that reward causes professional satisfaction and lack of reward causes dissatisfaction. Freedom is the most strong reward for a teacher and having a vision brings professional satisfaction. It is also important the result about “take and give”. 65% of teachers seem to attach great importance to “equality” as it "feels good" when you get what you give.
Keywords:
Management, leadership, job satisfaction, motivation, secondary school teachers, job satisfaction factors, leadership traits, leadership styles.
