SOPHIA ANASTASIOU

Faculty of Social Sciences, University of Ioannina Greece
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European Journal of Investigation in Health, Psychology and Education

Effect of Age on Job Satisfaction and Emotional Exhaustion of Primary School Teachers in Greece

The level of occupational burnout (OB) and job satisfaction (JS) was investigated in primary school teachers (n = 125) in the region of Epirus in Northwestern Greece. Teachers exhibited a high level of emotional exhaustion (EE), a medium level of depersonalization (DP), and a lack of personal accomplishment (PA). In our study, EE, which is a significant component of OB, varied according to intrinsic and extrinsic JS parameters. Teachers were less satisfied and more stressed with extrinsic job characteristics of their job, such as working conditions and working hours. Female teachers were more likely to exhibit increased satisfaction from intrinsic job characteristics, whereas male teachers were more likely to exhibit increased emotional exhaustion and lack of personal accomplishment. Job satisfaction had a significant negative impact on emotional exhaustion. Job satisfaction accounted (EE = 47.173 − 3.527*JS) for 35.1% of the total variation in the dependent variation of EE (F(1124) = 66.094, p < 0.001), indicating that job satisfaction had a significant negative effect on EE, such that an additional unit in job satisfaction will lower EE by 3.527. A Pearson correlation analysis revealed that age correlated negatively with emotional exhaustion (r = −0.204, p = 0.023). Proactive human resources policies may be required to protect the newly hired and less experienced teachers from exposure to stressful working conditions.

Journal of Educational and Social Research

Teachers’ Views on the Priorities of Effective School Management

The aim of the present study was to investigate teachers’ views on the priorities of effective school management. The possible variability of teachers’ views in relation to age and work experience was also investigated. For this purpose, research was carried out in Secondary Public and Private Education schools of Ioannina, the capital city and the largest in the Epirus Prefecture, North-West part of Greece. Over 300 questionnaires were distributed to 32 Secondary Education Schools and 165 completed questionnaires were collected (return rate 54.99%). Teachers were asked to indicate their views on the priorities which should be set for effective School Management. Teachers pointed as most important priorities team work and collaboration with the Principal and their pupils (56%) whereas as least selected priority (24.4%) they pointed their participation in helping pupils to get a job. Compared to Public Schools, teachers working in Private Schools gave increased priority in: pupils' performance, raising teachers’ aspirations for their pupils, teachers’ job satisfaction, team work, collaboration with the Principal, parental involvement-collaboration between teachers and parents and school environment. The results indicate a significant variability on teachers’ age and work experience regarding their priorities for effective school management. This variability highlights the importance of focusing on teachers’ attitudes for a successful implementation of effective human resources and school management.

Parents’, Teachers’ and Principals’ Views on Parental Involvement in Secondary Education Schools in Greece

The objective of the present study was to investigate parents’, teachers’ and principals’ views on parental involvement (PI) in Secondary Education Schools in Greece. The research was based on a survey among parents (n = 54), teachers (n = 84) and principals (n = 12) in twelve Secondary Education Schools in Magnesia Region in central East Greece. Different views between each group were exhibited on PI in educational issues, decision making or creating links and communication between the school and the local community. Teachers expressed the view that workload and parental attitudes are factors which discourage parental involvement in their school units. Parents felt that teachers’ professionalism, lack of teachers’ training on parental involvement and parents who hesitate talking to teachers were significant barriers for PI in their school units. School principals agreed with parents and teachers on the barriers established due to teachers’ professionalism and parents’ hesitation in talking to teachers as significant factors which discourage PI in their school units. Contrarily to teachers’ views, school principals expressed their willingness to increase PI in teachers’ and school evaluation. School leaders should explore the possibility of organising meetings with teachers and parents to reduce barriers and misconceptions, paving the way for communication between the school unit and parents, increasing the positive outcomes of PI in school management and students’ success.

European Journal of Investigation in Health, Psychology and Education

Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece

There are few options available for school managers who wish to effectively tackle school conflicts. The aim of the present work was to assess the issue of school conflict, its sources, and the effectiveness of different conflict management styles in Secondary Education school units in Greece. Teachers (n = 128) from twelve randomly selected schools in the region of Epirus, NW Greece, participated in the present work. Teachers’ views on their school Principals’ leadership style as well as the sources, the type(s), and the severity of conflict in their school unit were surveyed. Conflict appeared to be a frequent issue in schools. Frequent sources of conflict included interpersonal and organizational parameters. School leaders exhibited a range of conflict management styles. Compromise and Collaborative styles were frequently observed, followed by Smoothing and Forcing. Avoidance was less frequently exhibited by school leaders. The transformational and transactional leadership styles exhibited were equally effective in successful conflict resolution, whereas a laissez-faire leadership style was not. The results indicate that leadership and conflict management style can be associated with the effectiveness of conflict management.

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