Mokyklos vadovo pasirinkto lyderystės stiliaus įtaka mokytojų motyvacijai
Tamulytė, Lina | Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1678.
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Leadership plays an important role in shaping the direction of an organization in the context of Lithuanian education. The school principal, as the main leader, must take into account the needs, requests, and preferences of the teachers working within the organization, as the well-being of teachers influences student achievement, overall performance, school climate, and motivation. Teachers’ motivation is one of the most significant factors contributing to maximizing work productivity; therefore, enhancing teacher motivation should be an essential goal of any educational institution's administration. The overall success of the organization depends on how it motivates its employees and how those employees perceive their work. Following the theoretical analysis, it can be stated that a school principal as a leader must be a strategic thinker, capable of making appropriate decisions, inspiring others, promoting collaboration among teachers, and striving to ensure a high-quality teaching and learning process as well as the well- being of all members of the organization. In addition to all this, the principal must be a leader who inspires teachers, encourages them to pursue clearly defined goals, perform tasks effectively, and commit to the school. This is especially important, as engaged employees contribute to the creation of a competitive advantage. The paper provides an extensive description of seven leadership styles: transformational, transactional, charismatic, authentic, servant, shared, and empowering. All of these styles share certain characteristics, yet they differ in terms of personal traits, interpersonal relationships, and organizational aspects. Motivation is defined as a process that initiates, directs, and sustains goal-oriented human behavior. The most important factors influencing teacher motivation include: compensation, incentives, interpersonal relationships, good working conditions, professional prestige, vacation time, the personality of the school principal, the school management system, political image, teacher–parent interaction, career opportunities, the teacher’s voice, and similar aspects. In order to analyze the influence of the school principal’s leadership style on teacher motivation, a quantitative research methodology was chosen. The object of the study is the impact of the leadership style of the school leader on teachers' motivation. A questionnaire survey was administered to general education teachers in Elektrėnai municipality. The research revealed that school leadership is associated with teacher motivation. Teachers often attribute qualities to their school principals that reflect characteristics of transformational leadership. These include encouraging creative ideas, listening to the needs and aspirations of team members, promoting participation in decision-making, knowledge sharing, freedom to create, initiate, and share new ideas, as well as the ability to motivate and mobilize people toward common goals and to bring staff together. The hypothesis that teachers' motivation to work at school is related to the leadership style of the school leader was confirmed.