Eureka! Institutional Repository

The way a primary school principal manages the school unit in which he or she heads plays an important role in developing the sense of professional satisfaction of the teachers who teach in it, and consequently in the quality of school functioning and student learning. The purpose of this thesis is to investigate the leadership styles followed by primary school principals in the Serres prefecture, as reflected in teachers' perceptions. Investigating the extent to which these forms affect teachers 'professional satisfaction and finally reflecting teachers' demographic characteristics with leadership outcomes on their job satisfaction. The sample of the research consisted of 172 teachers of primary education in Serres County. Data were collected using a closed-ended questionnaire and the results were analyzed with SPSS 24 statistical package. In the first case study, it is revealed that the dominant form of school leadership in the prefecture of Serres, as teachers perceive it, is its administrative form, with distributive and transformational ones to follow. The educational approach has recently emerged, which emphasizes school development through teaching and learning. School principals generally adopt elements, practices, and behaviors from all forms of leadership explored The second research hypothesis concerns the underlying relationship between teachers' professional satisfaction and leadership style, followed by their principals. It is observed that there is a positive correlation of job satisfaction with all types and forms of leadership explored in the study with the following differences: There is a moderate correlation between leadership and professional satisfaction in distributed and followed educational and administrative leadership. Regarding demographic characteristics, it was observed that in terms of age, there is no significant statistical difference in teachers' attitudes regarding their job satisfaction. There was no statistically significant effect of teachers' past service performance on overall job satisfaction. Teachers with degrees beyond the basic degree appear to be more satisfied when compared to those with only the basic degree, regarding their personalized treatment by their manager