Eureka! Institutional Repository

In this specific project, certain characteristics of the headmasters of primary school units were studied, as factors that can influence directly the educational management. Great attention was given in the influence of the sentimental characteristics of the headmasters towards the professional satisfaction of their subordinates according to the self-referenced of the teachers. George (2000) claims that certain characteristics of effective leadership, that are based on the emotional intelligence, are the self-confidence, the self-esteem, the flexibility, the morality of the character, the adjustment, the innovation, the development of trust, the objective self-criticism and the handling of conflicts and crises. The specific survey took place at the prefecture of Thessaloniki to 126 primary school teachers to whom a questionnaire consisting of 2 parts was given. The first part was related to the emotional intelligence of the school headmasters on the basis of the Goleman theory. For this reason, a questionnaire was used which was based on that of Diamantopoulou and Platsidou(2014) and which was further enriched with proposals from Louka(2017) and which appreciate the emotional abilities of the school headmasters and more specifically the social awareness and the management of relations. The second part was related to the teachers’ professional satisfaction and for this reason the Employee Satisfaction Inventory (ESI) of Koustelios and Bagiatis (1997) was used. The purpose of the above survey is the investigative study of the teachers’ standpoints on how the emotional intelligence of the primary school headmasters influences the professional satisfaction of their teachers-subordinates. The results showed that the headmasters do have characteristics of emotional intelligence. The skills of emotional intelligence that occur to the headmasters are empathy, service orientation , organizing consciousness, team work, influence, communication, management of conflicts, creation of relations and leadership ability. The teachers declare to be professionally satisfied. The results of the survey revealed four factors that reflect corresponding dimensions of professional satisfaction and these are the Heading, the nature of work, the working conditions and the organization overall. From the findings of the survey occurs that the teachers are satisfied from the nature of their profession and the working conditions in the school environment. They also evaluated very highly the dimension of the overall framework. On the contrary, they evaluated in a lower degree than the other dimensions their satisfaction from the dimension Heading, but based on the scale middle to high. Last, it was found that the management of relations had the highest predictable force for the professional satisfaction of teachers, as it required all four dimensions of the headmasters’ emotional intelligence scale of valuation, whereas the dimension social awareness required only one of the four dimensions of the teachers’ professional satisfaction.