European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.60881
Volume 2│Issue 3│2016
THE IMPACT OF LEADERSHIP STYLE TO THE
TEACHERS’ JOB SATISFACTION
Mirela Karabina
Msc., Phd (candidate), Lecturer,
Faculty of Social Sciences, University of Tirana, Albania
Abstract:
Leadership style, transformational leadership has a positive impact on teachers' job
satisfaction. The principal leads by organising all work at school. Satisfaction from work
is determined by internal and external factors. Leadership, the behaviour that allows
principals to create positive school cultures and increase teachers’ job satisfaction has
often been the subject of much study. This review focuses on some of the theory and
recent studies that are related to the impact of leadership style and transformational
leadership style in the teachers' job satisfaction. Some findings of the study were: (a)
satisfaction from work is determined by internal factors, and external factors that have
an impact on the job dissatisfaction; (b) these factors are in different ways determinants
of job satisfaction; (c) leadership style plays an important role and is connected with the
teachers’ job satisfaction
d dimensions as charisma, individualised consideration,
intellectual stimulation and influence have a positive impact on job satisfaction of the
teachers.
Keywords: leadership, leadership style, teachers’ job satisfaction, transformational
leadership
1.
Introduction
Effectiveness of school depends on the efficiency of management ability, personality,
and interaction with stakeholders (Hallinger and Heck, 1998). The role of the principal
has become more complex, from the principal as an instructional leader to the role of
transformational leader. The duties of principals extend beyond that of instructional
leaders to one that is administrative and managerial
Fullan,
. Principals’
relationship with teachers affects the attitude of teachers to the school and determines
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Mirela Karabina THE IMPACT OF LEADERSHIP STYLE TO THE TEACHERS’ JOB SATICFACTION
the climate of relations. Successful leaders focus on the relationship and the motivation
of the people than in the establishment and maintenance of the system.
building is the core route to improvement
Fullan,
Capacity
.
A satisfied teacher cares for the students’ welfare. Teacher’s job satisfaction is
seen as a key factor in the school’s dynamics and is considered as the primary
dependent variable in terms of the effectiveness of school. Safe environment of the
school leadership, collaboration with colleagues, high involvement of parents, learning
resources can play a role in effectiveness, increase engagement in school and promote
job satisfaction (Darling
Hammond, 2003). It is important to gather and understand
the satisfaction and dissatisfaction of the teachers’ job as an indicator to strengthen the
education system.
2.
Leadership
Contemporary literature and studies bring multiple definitions for leadership.
"Leadership is not mobilising others to solve the problem, because they know how to solve, but
they help them cope with the problem, which is not successfully resolved "(Fullan, 2004:1).
Leadership is a relationship between leaders and followers impactful targeting the
real changes and outcomes that reflect their common goal
Daft,
. ”urns called
"…leadership as one of the most studied phenomena and less accessible to the earth" (Burns,
1978:2). Leadership is often regarded as a critical point of success or failure of the
organisation (Bass, 1990). Burke (2008) defines leadership as vision, change, its
influence, intuition, and persuasive skills presentative reward people for doing the
work and providing opportunities to learn new skills. Hoy & Miskel (2001) define
leadership as the art of transformation people and organisation in order to improve the
organisation. In this regard, it sets the task manager, explains, oversees activities
teachers develop a relationship between themselves and teachers, so they motivate,
inspire to promote productivity among teachers. Yulk defines leadership as a process
that carries a person or group over others for structured activities and relationships in
the group or organisation (cited by Bush, 2013).
2.1
School leadership is specific
Fullan (2001) calls school leadership complex. He lists four ways in which school
leadership is complex: engagement
•
the changes we are seeking are deeper than at the first thought;
•
as such, there are a number of dilemmas in deciding what to do;
•
one needs to act differently in different situations or phases of the
change process; and
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Mirela Karabina THE IMPACT OF LEADERSHIP STYLE TO THE TEACHERS’ JOB SATICFACTION
•
advice comes in the form of guidelines for action, not steps to be
followed (Fullan, 2001).
Leadership practice has the potential to empower teachers towards a
commitment to change and enhance their learning in school organisation (Bogler, 2001;
Fullan, 2002; Day et al., 2001). Leithwood (2006) makes a simple definition of leadership
calling leadership and influence. According to his goal of stability is called
"management" and that is the goal of improving management have a synergy
relationship that plays a significant role in the success of the school. Goleman et al.,
(2002) argue that the modern principals will be able to think conceptually as they
transform the organisation through people and teams and will also need to possess
strong interpersonal skills, be able to get along with others, and exercise high levels of
intelligence and energy (cited by Marshall, 2004)
As an important component of management principal has two of the important
responsibilities, manages and controls the involvement of teachers in the teaching
process and learning. Everything in the school is organised by principal. The efficiency
depends on the efficiency of school management; ability, personality, interaction with
stakeholders (Bush 2011; Hallinger and Heck, 1998). For Bryk principal is one of the
factors that makes the difference between changing in success and changing in failure
(cited by Fullan, 2001).
Leadership plays a key role in the effectiveness of change in education.
2.2
Leadership theory, leadership style
There are many adjectives that characterise leadership style, which often lead to
confusion in determining the appropriate qualities. (Leithëood, K., Louis, SK,
Anderson, S, Ëahlstrom, K. 2004.)
Great Man", Trait Theory (1900's-1930's): this theory is based on the belief that
leader is an extraordinary man with innate qualities to lead. Behavioural Style Theory
(1940's-
's
this theory focuses on behaviour rather than on leaders’ quality.
Situational Leadership: This approach based on specific situation. Contingency Theory:
according to this theory it is the concentration on the random situations. Transactional
Theory: This approach emphasises the relationship of leaders to followers, focus on the
mutual benefits of a "contract" through which gives the driver a reward in exchange for
engagement gratitude and loyalty of employees. Transformational Theory: The key
concept here is the role of leaders in the provision and implementation of the
transformation of the organisation's performance
Blanchard and Hersey (1996) constructed the theory of leadership styles based on
two basic concepts: the style of leadership and organisation, providing staff support.
They emphasise the effective use of style depending on the situation and the maturity
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Mirela Karabina THE IMPACT OF LEADERSHIP STYLE TO THE TEACHERS’ JOB SATICFACTION
of the staff. They listed four leadership styles: autocratic, consultative, collaborative,
democratic. Blake and Mouton (1994) listed five leadership styles in two dimensions:
people versus task orientation. They stressed that the best style for the effectiveness of
the organisation is, when the headmaster posses them both, high orientation tasks
(score), and relationship (cited by Everard et al., 2004).
2.3
Contigenty theory
Tannenbaum and Schmidt (1958) present a scheme of leadership styles and form
orientations: orientation toward results and orientation toward relations. The theory of
Tannenbaumand Schmidt suggested the idea that leadership behaviour varies along a
continuum and that as one moves away from the autocratic extreme the amount of
subordinate participation and involvement in decision taking increases. They also
suggested that the kind of leadership represented by the democratic extreme of the
continuum will be rarely encountered in formal organisations.
They identified some leadership style:
•
autocratic: leader shows what work to do and does not expect
questions from them.
•
cogent: the leader takes decisions without asking but believes that
people will be motivated if they believe that decisions are good.
•
consulting in this style the leader considers teachers’ words.
Teachers believe that they influence in decision making.
•
democratic: in this style the Principal allows teachers to make
decisions, he is the observer. So he lets them make decisions instead to be
compelling.
This theory or approach differs from previous theories. Style approach may be
appropriate in different situations. The more a person is concerned about the results,
the less he or she would be concerned about the relationship and vice versa (cited by
Everard et al., 2004).
According to Hallinger (2003) leadership should be seen as a mutual process and
not just a way to influence one over the others. Effective principal responds to context
and behaviour takes the form of school context.
Hallinger proposes three sets of leadership dimensions in his model:
•
defining the school’s mission, includes framing and then
communicating the school’s goals
•
managing the instructional program, includes supervising and
evaluating teaching, coordinating the curriculum, and monitoring student
progress;
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Mirela Karabina THE IMPACT OF LEADERSHIP STYLE TO THE TEACHERS’ JOB SATICFACTION
•
promoting a positive school learning climate: encompasses
protecting teaching time, promoting professional development, maintaining high
visibility, providing incentives for teachers, and providing incentives for learning
(cited by Leithwood et al., 2006:20).
According to Goleman the principal must use some leadership styles depending
on the situation (cited by Fullan 2001, 2004). He defined emotional intelligence as a
leader’s ability to manage himself and his relationship relative to the four emotional
capabilities of self-awareness, self-management, social-awareness, and social skill. In his
theory, he combined the five elements of emotional intelligence and listed six
leadership styles:
•
Authoritarian: the leader mobilises people toward a vision
"Come with me".
•
Affiliative: the leader creates harmony and builds emotional bonds
"People come first".
•
Coaching: the leader develops people for the future
•
Democratic: the leader forges consensus through participation
"Try this".
"How do you?".
•
Coercive: the leader demands compliance.
"Do what I tell you".
He recommends that leaders use as many of the six leadership styles as possible
to create a state of
type
fluid leadership .
Transactional, transformational leadership
”urns, ”ass, Leithwood, Fullan).
Burns (1978) described followers and there nor inspiring each other leaders to
achieve "higher levels of morality and motivation such as justice and equality" (p.20). He
conceived of as a transformational leader; bringer of change, solving situations,
motivational potential reach of followers, satisfy higher needs, recognise competition
and conflict. Burns claims that real leadership not only creates change and achieves
goals within the environment, but changing people involved in the actions necessary
but even better: both followers and leaders are ennobled. A transactional leadership has
to do with everyday practices; labour management, tasks, skills and individual
opportunities, individual needs and values, which affect transactional daily.
Bass (1985) based on empirical data of Burns built his work to ascertain the
validity of transformational leadership and interactive. He studied transformational
leadership type including social change. Bass transformational leadership conceived of
the four components:
•
the charismatic leader or idealised influence includes leaders who are
admired, trusted, respected by subordinates, take risks and look for moral and
ethical standards, act as a model for their subordinates;
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•
inspirational motivation challenge appears when the leader
generates, displays strong commitment to the objectives, has high expectations
and cultivate the spirit of team work to subordinates;
•
intellectual
stimulation
occurs
when
subordinates
publicly
criticised not encouraged to be creative, to discuss assumptions, to solve the
problem, to change the old methods and cope with new solutions;
•
includes individual considerations as mentor leader who cares for
the needs of subordinates and recognise individual differences. His model
includes three interactive dimensions of transactional leadership.
Leader urges collective vision and motivation of staff members to achieve an
excellent
performance
(Bass,
1985).
Transactional
leadership
emphasises
the
relationship of leaders with followers, focuses on the mutual benefits of a "contract",
through which a leader provides rewards in recognition of the commitment and loyalty
of employees. According to Avolio & Bass, good leaders use more transformational
leadership than transactional, but used together are effective (cited by Lewis et. al.,
2011). After 1980, the focus was on transactional leadership and after 90s, the attention of
researchers focused on a transformational leadership. In this new conceptual structure,
management is not focused on the curriculum, but in building the capacity of the
organisation, to set goals and to support subsistence-changing technological core
(Leithwood & Jantzi, 2006).
Based on transformational leadership Leithwood & Janzi developed a model,
which included some of the characteristics of transformational leadership. According to
them leader who had success was that he had used a number of mechanisms in
management, staff motivation and involvement in the school climate change. They included
four dimensions in their model:
•
setting directions. includes building school vision, developing
specific goals and priorities and holding high expectations;
•
developing people refers to providing intellectual stimulation,
offering individualised support and modelling desirable professional practices
and values;
•
redesigning the organisation includes developing a collaborative
school culture, creating structures to foster participation in school decisions and
creating productive community relationships;
•
managing the instructional programme refers to the establishment
of stable routines, structures and procedures to support change.
Leithwood defined setting the basic guidelines as a key component of leadership
that mobilises employees organises, provides a purpose and vision. Although this
component plays a major role in motivating people about work are not the only ones
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who do this (Leithwood, 2004:12). Developing people is a dimension that provides
intellectual stimulation, individual support. Re-dimensioning organisation provides
collaboration within and outside the school. Based on empirical studies they proved the
validity and effect of transformational leadership on climate change.
Fullan (2001a) identified the following five traits that principals must develop:
•
a strong sense of moral purpose,
•
an understanding of the dynamics of change,
•
a commitment to developing and sharing new knowledge,
•
a capacity for coherence making and
•
emotional intelligence as they build and foster relationships. The
effective change leader actively participates as a learner in helping the organisation
improves
Fullan,
.
Being absorbed by decades of experience in international education reform
Fullan has highlighted six secrets of change:
•
The first secret: love your employees. It means to help all them find
meaning, develop skills, and direct personal pleasure, contributing to
simultaneously fulfil their goals and those of the organisation.
•
The second secret: teachers aim Merge. The concentration of faculty
with solid objectives and tight performance makes passive and hostile
employees. Leaders create the conditions for effective interaction and intervene
only when necessary, otherwise should allow the group to find its own
equilibrium. According to Fullan the interaction between faculty members is
more than just cooperation; it is social and intellectual conception of an
organisation.
•
Third secret: capacity building is predominant. Problems solve when
people believe that they will be not punished if they assume the risk.
Intimidation is not the best way to motivate people. Capacity building brings
people with talent and helps develop individually and collectively.
•
Fourth secret: learning is work. Teaching staff must carry out the
main task and learn to improve what it does. Learning during working every
day, it is work.
•
Fifth secret: transparency rules. The transparency rules are the basis
of success and appear as a necessity (Fullan 2008). Effective organisations
embrace transparency. People cover problems if the environment will punish
them. Culture should be developed where the problems appear to have normal
solution.
•
Six secret: learning system. Organisations fail to maintenance of
continuous learning because concentrate on individual directors. Progressive
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leaders put the organisation in episodic commitments with ups and downs
(Fullan, 2010).
Personality traits and behaviour associated with the contextual situation and
opportunity, vision, cooperation and broad-based decision making make leadership a
unique process.
3.
Job satisfaction
Satisfaction at work can be conceived as a multi-dimensional concept that includes a set
of satisfying and dissatisfying feelings in which employees perceive their work.
Although there is no definitive definition of the job satisfaction, Hoppock (1935) based
on his study; found that job satisfaction is a combination of psychological
circumstances, physiological environment that cause a person to say, I am pleased with
my job.
The employee satisfaction at work has been the centre of attention especially in
these years and the organisation cannot be quality competitive if human resources are
not satisfied and achievement quality of the organisation is first connected to the
employee satisfaction at work (Garcia
Bernal, et. al., 2005).
Mumford (1983 ) has defined job satisfaction as a better adaptation between what
employees want to achieve in their work, labour needs, expectations and aspirations
and what is required to do their work, organisation working. In his statement, both
workers and employers can be satisfied in a form of equilibrium if the needs ensure a
good fit. Satisfaction at work is defined as an attitude, but that affects feelings, actions
and behaviours. Locke (1976) has defined it as ... as a satisfactory or positive emotional
state resulting from the evaluation of one's work or work experience
Locke,
.
Various factors affect differently on various individual. In several studies conducted in
our country, it is shown that despite the difficult working conditions (external factors);
teachers were satisfied with their job.
3.1
Job satisfaction factors
Studies, which are based on several theories about the factors that affect teacher’s job
satisfaction, turn out to have different attitudes of teachers towards influencing factors.
Safe environment of the school leadership, collaboration with colleagues, high
involvement of parents, learning resources can play a role in effectiveness, increase
engagement in school and promote job satisfaction (Darling
Theories of Herzberg
Hammond, 2003).
known as the Two Factor Theory has delineated the
internal factors (motivators) that influence job satisfaction, and external factors (hygiene
factors) that influence job dissatisfaction. According to him, the factors that cause
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pleasure or motivation are: work, achievement, recognition, responsibility. Factors that
cause dissatisfaction or hygiene factors are: cooperation with colleagues, working
conditions, director, salary, etc. Researchers, based on the Maslow’s theory of a Need,
believe that this theory is a foundation to establish the satisfaction of teachers ranging
from basic human needs (lower level) to a greater degree.
Moslow, Herzberg, Likert have seen the development of motivation as the main
factor of job satisfaction, but it depends on the individual and on the circumstances
(cited from Mumford 1978). Herzberg (1968) asserted that the way to motivate the
employee is to enrich their work. He points out that they will perform better and will
make more if they have challenges and will be psychologically satisfied by their work.
But not all employees like challenges (Lazenby, 2008). Some challenges can bring
pleasure at work for some, and disappointment for others. For Mumford (1978) the
needs are associated with the job satisfaction not only in Moslow vertical hierarchy
(from lowest to highest), but also in lateral terms. As long as the level of the individual
needs is associated with the pleasure, he will be satisfied and the results will be
positive. Maslow emphasises that the work performance is likely not to depend on the
adjustment between individual’s needs and work, but on what he should do about
connected with individual needs and what it is likely to do.
Satisfaction from work is determined by internal factors, and external factors that
have an impact on the job dissatisfaction. Literature and theory offers us examples
where these factors are in different ways determinants of job satisfaction.
4.
Transformational leadership and teachers' job satisfaction in several studies
Leaders who share information with teacher and include them in managerial decision
positively affects their commitment to working class and teachers are more satisfied
(Bogler, 2001). Lashbrook (1997) stated that the leadership style plays an important role
in job satisfaction (cited by Voon et al., 2010). Bogler, Heller, McKeen found that
different leadership style brings up different working atmosphere and directly impacts
job satisfaction (cited by Voon et al., 2010).
Blake and Mouton have seen the principal and his style as a determinant in job
satisfaction. Job satisfaction has other perspectives that influence rewards and efforts as
important. (Cited by Mumford 1978.) In a case study on job satisfaction and its
connection with leadership style and decision-making resulted that school principal
decision plays the role of a mediator between teachers’ job satisfaction and leadership
style (Hui et., al, 2013). Hariri (2011) study results show that job satisfaction was not
high and the relationship between managing style and job satisfaction has been very
meaningful. Using leadership style in the right way has impacted the jobs satisfaction,
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commitment and productivity. Transformational leadership directly impacts employee
job satisfaction (Voon et al., 2011).
The findings of Harris and Lowery (2002) show that the principals, who respects
and treats every member of the school community in a fair and equal, displays
behaviour that encourages and create a positive school climate. Martin (2009) in the
result of his study indicated that there was a statistically significant relationship
between most of the factors of the leadership styles of principals and the factors of
school culture. Findings indicated that a positive relationship existed between all of the
factors of transformational leadership and all of the factors of school culture. Principals’
collegiality with teachers, according Rosenholtz, is effective and affects school
performance, when goals and objectives achievement go into teaching function (cited
by Elmore, 2000). The study of Commonwealth Secretariat (1996) asserts that "the head
plays an important role in the effectiveness of the organisation" (cited by Bush &
Middlewood, 2013:9).
Griffin & Moorhed point that school climate can be manipulated and direct
impact on people's behaviour associated with school (cited by Harris 2002) .They point
out that creating a positive school climate are essential:
•
job satisfaction;
•
human dignity.
According to Gill (2006), a transformer leader is positively correlated with
performance in business, military, education, government and non-profit organisations
(cited by Lewis et.al). Judge & Polis (2004) in their study found that transformational
leadership and reward contingent have a significant outcome, which includes employee
satisfaction and organisational performance; Tucker & Russel (2004) concluded that
transformational leadership has some influence in the culture of the organisation and
transform it (cited by Lewis, 2011).
A transformational leadership makes the leader in certain moments; when there
are problems require a top-down approach, to establish clear learning goals and
achievements towards their leadership (Fullan, 2002). Results from the Pearson
Correlation indicated that all five transformational leadership style dimensions and one
transactional leadership dimension derived from the MLQ were statistically significant
at the .0001 level and showed positive, moderate correlations with teacher job
satisfaction (Biggerstaf, 2012). Emery (2007) in their study shows that: leadership
behaviour and teachers outcome significantly were correlated; dimensions of
transformational leadership, charisma, intellectual stimulation, and individual
consideration have a strong correlation with job satisfaction and commitment. Lowe,
Kroeck, & Sivasubramaniam (1996) found from a meta-analysis of results from 39
studies that three transformational leadership behaviours (charisma, individualised
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consideration, intellectual stimulation) are related to leadership effectiveness in most
studies (cited by Leithwood et. al 2006 ). The transformational leadership behaviours
correlated more strongly with leadership effectiveness than did the transactional
leadership behaviours. Findings in the Horn-Turpin (2009) indicated that significant
relationships existed at the p < .01 level between the variables of administrative
support, organisational commitment, and job satisfaction.
Day's et al. (2001) by research in 12 schools 'effective' in England and Wales
concludes that good leaders are informed and transmit clear personal values and
education that reflect their moral goals for the school (cituar nag Bush 2008). Results of
a study in Albania high school show that leadership styles affect the climate of the
school. Collaborative and authoritarian style influence on school climate and the impact
is a high degree of statistical confidence (p = 0:01). Authoritarian style harms and
hinders open school climate (r =-.581, p <0:01). Collaborative style improves and
encourages open school climate and strengthen the perception of teachers, that the
institution is open and cooperative (r = .597, p <0:01) (Rapti, 2013). According to a study
in Albania basic education teachers resulted in moderate positive correlations between
leadership style, relationships with colleagues and job satisfaction (r = .337, p < 0:01; r =
.341,p < 0:01) (Bezati, 2012).
Based on the empirical studies above results that transformational leadership
dimensions affects job satisfaction of teachers.
7.
Conclusion
Literature review reveals an evolution of management theories of human theory of
"great" in the theory of transformation. Early theories tend to focus on the characteristics
and behaviours of successful leaders, while subsequent theories begin to consider the
role of followers and contextual nature of leadership. This brings up a positive climate
and increased job satisfaction of teachers. Satisfaction from work is determined by
internal factors, and external factors that have an impact on the job dissatisfaction.
These factors are in different ways determinants of job satisfaction. Leadership style
plays an important role and is connected with the teachers’ job satisfaction. Dimensions
as charisma, individualised consideration, intellectual stimulation and influence have a
positive impact on job satisfaction of the teachers.
There are several gaps in our knowledge about school leadership and leadership
style. There are some questions for further studies. The school leadership is specific; is
there enough support in legislation the use of different styles? Has responsibility the
principal to its functions in the quality of staff? Are there differences in the assessment
of principal based on several difficulties; quality of school, schools in the suburbs or in
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rural areas? Who bears responsibility for some external factors that influence the
teachers job dissatisfaction are not at the right level?
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