Eureka! Institutional Repository

This thesis deals with the characteristics of the charismatic leader and the motivation of employees in educational organizations through the attitudes and perceptions of teachers. The research questions looked at which model the school principals chose the most and their degree of agreement with the ideal characteristics of a school leader. Furthermore, the relationship between types of leadership and teacher motivation was examined, with particular emphasis on the transformational leadership model and the degree of teachers' agreement on ideal leadership characteristics. The survey was conducted by quantitative method in a sample of 184 teachers in Kozani Prefecture. Data were collected using a random sampling method and an electronic anonymous questionnaire was used as a tool. The questionnaire was derived from a combination of two weighted scales, the MLQ scale measuring teachers 'perceived leadership by classifying it into three types, and the Multi dimensional scale measuring the degree of teachers' agreeableness to ideal characteristics that a school leader must have. The analysis showed that the perceived form of leadership practiced by teachers is a combination of transactional and transformational leadership with transactional forming a marginally higher average. The teachers involved in the research often regard their school leaders as transformational and transactional leaders and rarely as passive leaders. The main conclusions reached were that the type of leadership can influence teacher motivation and excitement as each type was related differently to teacher motivation. Specifically, transformational leadership shaped the strongest correlations in motivation, teacher excitement, and leadership outcomes (outcomes) associated with effectiveness, extra effort, and satisfaction. In addition, transformational leadership was more strongly correlated with ideal leadership traits compared to the other two types of leadership. For the sample teachers, motivating them in the classroom requires the existence of a leader capable of articulating the vision and imparting it with inspiration.