Academic journal article International Review of Management and Business Research

The Impact of Leadership on Job Satisfaction of Teachers in Primary Schools in Serbia

Academic journal article International Review of Management and Business Research

The Impact of Leadership on Job Satisfaction of Teachers in Primary Schools in Serbia

Article excerpt

Introduction

There are many references that point out the importance of leadership in schools (Aubrey, Godfrey, & Harris, 2013; Barnett & McCormick, 2012; Pashiardis, Savvides, Lytra, & Angelidou, 2011). Research (Odhiambo & Hii, 2012) has shown that the key stakeholders (teachers, students and parents) consider school leadership as extremely important for improving the performance of the school. According to (Lumby, 2012), there is a need for involvement of leadership in order to improve t he culture in schools. In New Zealand, significant attention is paid to developing the leadership skills of school principals (Cardno & Youngs, 2013). A special program is developed for this purpose. The reference (Donaldson Jr., 2007) points to the importance of leadership in schools and its impact on teachers to improve their performance. It also points out the unique position of teachers and their important role in creation of leadership in schools. Leadership in schools is important at all levels, both in early childhood (Aubrey et al., 2013), also among university academic program directors (Vilkinas & Ladyshewsky, 2012).

It may be noted that both teachers and students prefer transformational leadership and leadership that encourages more common goals. For example, according to (Bogler, Caspi, & Roccass, 2013), leadership style of teachers affects student satisfaction: students prefer transformational leadership in relation to passive leadership. Transformational leadership significantly and positively affects organizational commitment of vocational teachers in Jordan (Khasawneh, Omari, & Abu-Tineh, 2012). According to (Hallinger & Heck, 2010), collaborative leadership has a significant and direct impact on academic capacity and indirect impact on student learning outcomes.

School leaders have an important role in implementing and managing change in the education system (Razzaq & Forde, 2013). This is significant because the more frequent changes in education. This is also the case in the Serbian education system. According to (Gokçe, 2009), teachers expect greater involvement of principals in terms of frequent changes in the education system. The reference (Barnett & McCormick, 2012) points out that the increasingly complex environment requires that instead of a leader, the school should have a leadership team. Changes in education inevitably imply advancement of teachers. Teachers need to learn, and every school needs to inspire and support the learning process (Wiggins & McTighe, 2006).

In addition to leadership, for the effectiveness of the school one aspect is exceptionally important: teachers' job satisfaction. According to (Shann, 1998), job satisfaction of teachers is a very important factor influencing the commitment and performance of teachers and their retention in their profession. Therefore, job satisfaction of teachers potentially contribute to the overall school effectiveness. The reference (Hoerr, 2013) points to the importance of job satisfaction of teachers for success in the classroom and the overall atmosphere in the school. Hoerr further states that an increase in job satisfaction of teachers can be achieved through learning and promotion of teachers. Teachers this way become more effective, and therefore happier. According to (Wolk, 2008), the overall satisfaction in the school can hardly be realized without teachers who are satisfied with their work. Job satisfaction of teachers is an actual field so new questionnaires are developed to explore job satisfaction of teachers (Ho & Au, 2006). Finally, according to (Fraser & Hodge, 2000), job satisfaction is central in studies relating to work and occupation.

A considerable number of papers are dealing with concrete problems related to job satisfaction of teachers. According to (Ladebo, 2005), teachers in Nigeria who are dissatisfied with work tend to leave the profession more than those who are satisfied. …

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