Transformational Leadership and Job Satisfaction On Teachers

4ο Διεθνές Συνέδριο για την Προώθηση της Εκπαιδευτικής Καινοτομίας
Transformational leadership and Job Satisfaction on Teachers
Koutsodontis Georgios
Postgraduate Student, Dept. of Business Administration, TEI of Thessaly, Greece
ge_kout@yahoo.gr
Varsanis Konstantinos
Master student, Dept. of Business & Bank Administration (MBA), National and Kapodistrian
University of Athens., Greece
varsanis593@gmail.com
Belias Dimitrios
Research Fellow, Dept. of Business Administration, TEI of Thessaly, Greece
dbelias@pe.uth.gr
Rossidis Ioannis
Director in HQA, Lecturer at the University of the Aegean
jrossidis@eagean.gr
Koffas Stefanos
Department of Business Administration, TEI of Thessaly, Larissa-Greece
koffas@teilar.gr
Sdrolias Labros
Professor, Department of Business Administration, TEI of Thessaly, Greece
lsdrolias@teilar.gr
Abstract
The report has examined the case of the relationship between transformational
leadership and job satisfaction on teachers. The research has occurred with a wide literature
review. Overall, it seems that when the school leadership adopts a transformational
leadership approach, then the impact is almost positive in terms of job satisfaction. It seems
that leaders who apply a transformative style stimulate employee loyalty and thus their
satisfaction, with positive impact on many other variables including teacher’s commitment
and the performance of their students. However there is a need for further research. For
this reason the paper has made a number of recommendations about further research on
this topic.
Key words: Transformational leadership, Job satisfaction, Teachers
Introduction
Globalization has strengthened the organization's need for a sustainable competitive
edge (Sadia, 2011), which often requires product innovations and management. Human
resources are the precious asset of each organization, which is unique and can produce the
desired competitive advantage through innovative ideas (Ward et al., 2013). In order to
create incentives for innovation, it is necessary to have people capable of leading and
directing these human resources effectively (Shanker 2012; Metwally, El-bishbishy and
Nawar, 2014; Gkolia et all 2015; Aspridis 2004). Leaders play a huge role in this general
Πρακτικά Εργασιών 4ου Διεθνούς Συνεδρίου για την Προώθηση της Εκπαιδευτικής Καινοτομίας,
Λάρισα 12-14 Οκτωβρίου 2018
context (Chou et al., 2013; Gkolia et all 2014a; Gkolia et all 2014b) as their leadership
capabilities help to achieve and maintain the quality of the workforce (Sharma and Jyoti,
2006). Although many leadership styles are reported in the bibliography, it appears that
transformational leadership can bring positive changes to the organization on many levels,
one of which is to increase employee's job satisfaction (Dvir et al., 2002; Gkolia et all 2015;
Aspridis 2007).
The purpose of this paper is to make a literature review on the positive relationship
between transformational leadership and job satisfaction, especially in the field of
education, by studying the results of various surveys that analyze how a transforming
director affects the level of satisfaction of the educators/teachers. The individual objectives
of the paper are to study bibliographically the types of leadership in education with an
emphasis on the transformative style and the importance of the job satisfaction of teachers.
2.Literature review
2.1 Definition of leadership
The issue of leadership has always been one of the issues that has been dealt with
and analyzed not only by administrative sciences but also by social sciences such as
psychology, sociology and similar fields (Cogaltay, Yalcin and Karadag, 2016). This enormous
interest of the researchers has led to the development of numerous approaches, with the
result that the issue of leadership, apart from the practical issues that accompany it, also
includes a number of theoretical and conceptual approaches aimed at analyzing and
interpreting phenomena of leadership behavior (Lussier and Achua, 2010; Northouse, 2012).
Saiti and Saiti (2012) report that theories that have been studied and analyzed about
leadership and the exercise of administrative power are many and complex.
Despite the enormous number of analyzes and approaches to the issue of leadership,
there is no common definition of it, mainly because of the different priorities that
researchers place according to the sector in which they come from. In this way the idea of
leadership resembles the ideas of democracy, love and peace that are shaped according to
how each individual perceives them (Northhouse, 2013). In other words, leadership is like
beauty; it is difficult to define it, but you can perceive it immediately when you will face it
(Bennis, 1989).
The absence of a commonly accepted definition of leadership does not of course
mean that innumerable researchers have not tried to describe it. According to Northouse
(2013), leadership is a process in which a person affects a group of individuals in pursuit of a
common purpose. It is, therefore, a key element of the organization so that activating and
guiding individuals leads them to achieve the goals of the organization (Mohammadi,
Ghafourian and Khorshidi, 2012). The leader is one that points in one direction and affects
people to follow it by encouraging them, while at the same time is willing to take risks
himself to lead them to this destination (Nadarasa and Thuraisingam, 2014; Aspridis and
Kyriakou 2012). It succeeds in mobilizing the organization's manpower with its interest and
moderation, because it actively participates in achieving the goals without personal gain
(Mintzberg, 2010).

2.2 Leadership models

Numerous theories and many styles of leadership have been developed through
countless leadership surveys. One of the most common separations and the one that follows
is the distinction between three basic leadership styles: laissez-faire, transactional, and
transformational. These are included in the Full Range Leadership Theory (FRLT) developed
by Avolio and Bass (1991) and includes nine different factors from these three leadership
styles, which it tries to assess as the main tool for measuring the leadership style in many
surveys, the Multifactor Leadership Questionnaire (MLQ 5x) as created by Bass and Avolio
(1995) and endorsed by Antonakis et al., (2003) in its present form.
Leading Leadership (Laissez faire)
Essentially the passive leadership style represents the lack of leadership (Antonakis,
Avolio and Sivasubramaniam, 2003; Yukl and Mahsud, 2010). This type of leader avoids
involvement or decision-making, does not take responsibility for his position, is absent when
his presence is necessary and does not make efforts to meet the needs of the employees
(Avolio and Bass, 2004; Northouse, 2013) . It simply gives its subordinates complete freedom
to make decisions to carry out their duties (Robbins, Decenzo and Coulter, 2010) without
directing them, without setting them goals to achieve or taking actions to prevent
problematic situations and ultimately not to shows interest in work environment issues
(Bass, 2008).
Transactional leadership
This leadership style relies on a relationship between the leader and those who follow
him to achieve specific goals set by the leader on the basis of a reward system (Bass et al.,
2003; Dessler and Starke, 2004 ). Existing people agree to obey the leader because he will
provide rewards to team members when they adopt the desired behavior while maintaining
the existing situation (Avolio and Yammarino, 2013). These leaders try to satisfy the needs of
their subordinates by redeeming them in return for work or service (Pasiardis, 2012). The
latter complies with the command of the leader, recognizing the power and power relations
with him, in return for praise, financial reward, and recognition of compliance with the
instructions and the attainment of the goal (Riaz and Haider, 2010). Although the trade
leaders may sometimes be effective in fulfilling the organization's goals, they leave no room
for collective decisions and may sometimes be considered authoritarian (Ruggieri, 2009).

Transformational leadership
Historically, leadership theories focused exclusively on the characteristics of the leader
(Derue et al., 2011), the theory of transformational leadership shifted the emphasis from the
leader on the quality of the relationship between him and those who follow him (Li and
Hung, 2009) . These leaders "transform" their followers by inducing them to higher levels of
performance and ideals, translating into their own moral values and visions (Day and
Antonakis, 2012). They are trying to influence them in a positive direction (Arzi and
Farahbod, 2014), enhancing their awareness of the values of the organization. They create a
relationship that raises both motivation and morality to both the followers and the leader
himself (Northouse, 2013).
2.3 The transformational leader

The transforming leader does not need to use any kind of punishment, which shows that
his subjects are persuaded to follow him not from the fear of punishment but because they
share a common vision and are inspired by him (Brinia and Papantoniou, 2016). In the
bibliography, such leaders are considered to be the promoters of the four "I" (Robin and
Judge, 2011), which are:
 Idealized influence leader
It is sometimes called "charisma" and is the emotional element of leadership
(Northouse, 2013). The leader's behavior is characterized by values and purposes. His
subordinates consider him trustworthy, charismatic, with a clear vision and feasible mission
(Bass and Riggio, 2006) and identify with him following his example.
 Inspirational motivation
Inspirational enthusiasm is the ability of the leader to motivate his followers to
believe in team spirit and vision, to be inspired and mobilized to achieve collective goals
(Avolio and Bass, 2004; Hamidifar, 2010). All members of the group are becoming creative,
innovative, giving great value to improvement and change (Katsaros, 2008).
 Intellectual stimulation
It is the leader that will give the stimulus, highlighting optimism and hope for the
future, and thus reinforce the motivation and commitment of the existing for a common
vision (Robbins and Judge, 2011). It shows willingness to challenge the existing situation in
the organization, takes risks, stimulates imagination, cultivates thinking and thus initiates
change in the organization (Yukl and Mahsud, 2010).
 Individualized consideration
Here the individual needs of the followers focus one by one (Menon, 2010). The
leader provides support, but also creates a supportive climate for the organization, acts as a
mentor, recognizes the different needs and abilities of the members of the leading group,
assigning competencies to their potential (Bekele and Darshan, 2011).
The transformative leader, therefore, resembles a composer of a classical orchestra
who, by coordinating the different groups of organs that interact harmoniously with one
another, leads the group to produce the primary result that was set as the target (Bieron
and Vasiliados, 2014). It has a positive effect on the commitment and job satisfaction of
workers (Wu et al., 2006), and therefore transformational leadership is needed in all types of
organizations (Tucker and Russel, 2004).
2.4 Transformational leadership in education

In recent years, due to the economic crisis, there has been a need to upgrade education
systems as regards the need to provide their services in a competitive, efficient and
innovative way. Within this environment, school managers can no longer simply follow
instructions from the central education administration (Brinia and Papantoniou, 2016).
Instead, they have to adopt transformational principles such as innovation, flexibility, and
motivation (Moynihan, Pandey, and Wright, 2012) as they are under increasing pressure to
improve the quality of teaching and learning in their schools (Mette and Scriber, 2014).
The implementation of transformational leadership in schools aims to change the way
teachers think, thereby affecting school culture, and linking teachers' interest to personal
development with the interest of the team and the organization. The transformative leader
builds within the school a vision "clear, understandable, accepted by all, in accordance with
the values and needs of local society and with the principles of national educational policy"
(Athanasoula-Reppas, 2008, p.
Scholars like Leithwood and Jantzi (2000) believe that the director should not be the
only source of authority in school and should be consistent in sharing leadership with
teachers as well. As the high performance of a school is determined by the manager's ability
to mobilize staff drastically and efficiently to achieve school goals (Leithwood and Mascall,
2008), managers must use the transformative leadership style of building a friendly
relationship with them helpers, counselors, support, decision makers (Aydin, Savier and
Uysal, 2013), thus increasing their levels of satisfaction and commitment to school.
In this way, the school can function as an autonomous transformation unit, which
instead of empowering individuals, is strengthened as a collective unit (Castanheira and
Costa, 2011). Of course, in centralized education systems, as in the Greek one, the
implementation of practices of transformational leadership presupposes an increase in the
autonomy of school units (Katsaros, 2008).
2.5 Job satisfaction in education

Brackett et al., (2010 have reffered to the issue of jobteacher satisfaction as being a very
important topic, as their role is directly linked to the development of children, the future of
each country, and the continuity of society. By ensuring their satisfaction, we could steadily
and continuously increase the level of quality and development of education (Saiti, 2007;
Beri, 2013).
According to Zembylas and Papanastasiou (2004), the jobsatisfaction of teachers
refers to the teacher's emotional relationship with his / her teaching role on the basis of his /
her relationship with what one feels about teaching and what is offered by practicing his or
her profession, to be defined as the integration and happiness that teachers find in their
work (Ejimofor, 2007).
Each school that wants to be effective should show the satisfaction of its executives
as a central issue, as the satisfied teachers are more enthusiastic and willing to devote more
time and energy to their tasks and to the achievements of their students (Nguni et al. ,
2006). They tend to be more productive, to work better and to be more committed to what
they do, with a direct impact on learning conditions (Klassen and Chiu, 2010). The
performance of their pupils improves as they perform better (Cerit, 2009). Teachers, who
enjoy their job, want to stay in their schools and are mobilized to achieve the goals of the
school (Hariri, Monypenny and Prideaux, 2012).
One of the most important factors influencing the jobsatisfaction of teachers is the
leadership approach and decision-making style, which is adopted by the school leader-
manager (Griffith, 2004). A large number of researchers conclude that jobsatisfaction as a
dependent variable is directly related to the manager's style of leadership (Hui et al., 2013)
3. Discussion- A literature review of the impact of the transformative leadership of the

director on job satisfaction of teachers
The relationship between transformational leadership and jobsatisfaction has been
the subject of study by researchers from many different economic sectors (Schyns and
Scilling, 2013). In the industry, research was conducted at a major South Korean corporation,
which is one of the world's 100 largest corporations. The company's human resources
division distributed 500 workers questionnaires, of which 427 responded. The result of the
survey is that the transformational leadership style is inextricably linked to employee
satisfaction either directly or indirectly through the psychological empowerment, which is
also reinforced by the particular characteristics of the transformational leadership (Joo and
Lim, 2013).
In the public sector, the Albion and Gagliardi (2011) survey attempted to verify that
the transformative leadership style, through vision, inspirational and intellectual
enthusiasm, individual support, affects the sense of satisfaction that workers gain in their
workplace, Sample research study consisted of 2549 civil servants in Australia from various
government sectors, particularly those who had recently undergone organizational changes.
The assumption that the transformative leadership style can be positively correlated and
anticipate levels of work satisfaction, particularly through the collective efficacy of staff,
even in times of change, is fully confirmed. The findings of this study are consistent with
those of a similar survey of 200 public officials in various Malaysian ministries in the same
year (Voon et al, 2011).
One of the most important research in the field of education was in Israel in 2001. The
influence of the leadership style (transformational or procedural) on the job satisfaction of
secondary school teachers and how it influences the director's decisions was investigated. A
quantitative questionnaire using the Likert scale was distributed to 930 secondary school
teachers, of whom 745 responded. The most notable finding was that the manager's
transformative leadership style greatly affects the job satisfaction of teachers, both directly
and indirectly, through teachers' perception of their profession. It has thus been shown that
the teacher's work satisfaction variable has a direct link to the way each teacher perceives
himself within his workplace, which is largely influenced by the manager's style of leadership
(Bogler, 2001) .
Another research in the US higher education field was published in 2014 by Bateh and
Heyliger and investigated the influence of the three leadership styles (transformative,
dispatching, passive) on the dependent variable of job satisfaction of 104 members of the
teaching staff of all of the ranks of a university in the state of Florida. The relationship
between the leader's leadership style and the satisfaction of the faculty at the university
with the Job Satisfaction Survey (Spector, 1985) has been explored using the Multifactoral
Leadership Questionnaire known as MLQ-5x (Bass et al., 2003). The data processing revealed
that the overwhelming majority of teachers who recognized the transformative leadership
style as the dominant were satisfied with their work, while most who recognized as the
dominant style the processor as well as all those who recognized the passive were
dissatisfied with the job as is clearly depicted in the following figure (Bateh and Heyliger,
2014).
In the same area of tertiary education, research was carried out at a large research
university in Germany among 39 working groups consisting of the supervisors and the
members who were also members of the scientific staff, eg. Doctoral students, but also non-
scientific members, eg. technical assistants. The whole sample of the survey reached the 360
participants, of whom at two separate moments was first asked to assess the leader's
behavior as a transformational leader and the level of trust in him and then their individual
sense of satisfaction from their work and perception their trust in the team. The findings
were quite impressive as it seemed that individuals and groups who perceived their leader
as a transformative had increased levels of job satisfaction, which were even stronger when
the confidence in the leader was a mediating parameter (Braun et al., 2013).
In 43 public colleges in one of the provinces of Pakistan, 2016 attempted to investigate
the relationship between the leadership style of the director and the levels of satisfaction of
the college professors. Five teachers from each college were selected and from the
questionnaires completed by the 215 teachers it turned out that all the individual
characteristics of the transformational leadership have a positive and important correlation
with the individual characteristics of work satisfaction. Indeed, the researcher proposes that
the transformative leadership style be adopted by the directors as a means of promoting
change, motivating and supporting teachers, achieving common goals, and being taken into
account in the process of selecting educators (Nazim, 2016 ).
One of the researches that referred to the linkage of the transformational leadership
style and the work satisfaction of teachers in primary education took place in 10 primary
schools in Malaysia in 2014. The sample of the survey consisted of 240 teachers from these
schools and the main findings were on the one hand that most school leaders in the sample
had embedded the transformative style in the way their schools were headed, and on the
other hand, Kd increased job satisfaction rates among teachers. In fact, the researcher
proposes that the implementation of the transformational leadership model in education be
strengthened by state actors so that the educational vision (Wahab, 2014) will be realized
through increased jobsatisfaction of teachers.
In secondary education, a recent survey among 156 professors at five high schools in
Pennsylvania, United States of America, explored the relationship between jobsatisfaction
and organizational commitment of teachers to the leadership of directors. The main finding
of this research is that two characteristics that are directly related to the transformational
leadership, the Idealized influence and the individualized consideration have a very
significant effect on both the external and the internal factors that affect jobsatisfaction
(Kieres and Gutmore, 2012).
In Serbia, Josanov and Pavlovic (2014) conducted a survey in 22 primary and
secondary schools by taking questionnaires from 220 teachers and 22 managers. Research
has shown that the leadership style really influences teachers' job satisfaction. In particular,
directors who adopt people-oriented leadership styles, such as transformational leaders,
have a clear positive influence on teachers' satisfaction factors such as school development,
school climate and teamwork.
In New South Wales, Australia, in independent, non-governmental schools, the link
between transformative / dispatching leadership and the rates of jobsatisfaction of teachers
teaching them was explored. The reason why non-governmental schools were selected is,
according to the researcher, the highest degree of autonomy they have. The results showed
that most teachers perceive their manager more as a transformative rather than a
processor, they are generally satisfied with their work and there is a very strong connection
between the manager's style of leadership and the jobsatisfaction felt by the teachers.
Indeed, the chances for a teacher to be satisfied were 26.12 times more following a
transformative rather than a dispatching leader (Waters, 2013).
4. Conclusions – Recommendations
As it has been examined in this paper, it is revealed that the kind of manager's leadership
has a great impact on the way employees see their work and more specifically that there is a
positive relationship between transformational leadership and occupational satisfaction at
the workplace. It seems that leaders who apply a transformative style stimulate employee
loyalty and thus their satisfaction. Through the implementation of transformational
leadership in schools, teachers have greater scope for taking initiatives and increasing the
challenges they face. Their satisfaction is enhanced when they realize that their manager
communicates with them, shares information, inspires them and motivates them to grow
professionally.
Considering, therefore, the usefulness of applying transformational leadership to
education in relation to and increasing the jobsatisfaction of teachers, it could be suggested
to promote the characteristics of the transformative leadership to both current and future
school managers through short- training sessions, workshops, training sessions, and even
the creation of an executive training organization for education. Hence there is a need for
further research on this issue with more empirical evidence.
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4ο Διεθνές Συνέδριο για την Προώθηση της Εκπαιδευτικής Καινοτομίας

Transformational leadership and Job Satisfaction on Teachers

2.2 Leadership models

2.3 The transformational leader

2.4 Transformational leadership in education

2.5 Job satisfaction in education

3. Discussion- A literature review of the impact of the transformative leadership of the

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