Eureka! Institutional Repository

The teachers΄ job satisfaction has become the subject of extensive academic research, because it affects the quality of teachers΄ work and their dedication and commitment and, therefore, it is related to the effectiveness of the educational organization. Particularly important is the role of school leadership, which guides, encourages and inspires the teaching work. This study aims at investigating the role of the school principal in creating conditions for teachers΄ job satisfaction, in order to increase the effectiveness of the school unit. Using the qualitative method of analyzing data collected through semi-structured interviews, the research investigates the concepts of secondary school principals in Eastern Thessaloniki for aspects of their administrative behavior that contribute to teachers΄ job satisfaction. At the same time, it is attempted to detect transformative leadership features in their practices and behaviors. The study is organized in two parts. The first part is a theoretical investigation of the subject with a review of Greek and international literature and articles. The second part presents the research and the analysis of its results. In conclusion, the Greek secondary school principals acknowledge that their leadership is an essential factor of teachers΄ job satisfaction and they adopt and implement in their leadership strategies, ways and behaviors that enhance it. In the perceptions of principals regarding leadership, the findings refer to forms of leadership with vision, inclusive activities in decision-making, teacher motivation and individual interest in them, which are basic characteristics of the transformation leadership. At the same time, however, there is a shortage of transformational practices, which highlights the principals΄ need for relevant educational initiatives.