LEADING FROM WITHIN AS A SHAPING FORCE: THE IMPACT OF SCHOOL PRINCIPALS’ LEADERSHIP STYLES ON TEACHERS’ MOTIVATION AND JOB SATISFACTION

Abstract

This study investigates the connection between teachers' job satisfaction and motivation levels in Arab schools in Israel and the leadership philosophies of their administrators. A sample of 240 males and female elementary, middle, and secondary school teachers participated in the study using a quantitative research methodology. According to the research, teachers who believe that their school's leadership especially transformational and transactional leadership is effective report feeling more empowered and engaged at work, as well as having greater levels of job satisfaction and motivation. On the other hand, a decrease in these levels is linked to a laissez-faire leadership style, highlighting the detrimental effects of ineffective leadership. The nature of the relationship between teacher performance and school leadership styles is better understood thanks to these findings. In order to comprehend the nature of the interaction between school leadership on the one hand, and job satisfaction and work motivation on the other, they emphasize the critical role that teachers' opinions of their profession and professional experience play. As a result, the study emphasizes the need for more research on the professional perspectives of teachers and how they affect their performance in Israeli Arab schools, an area that is still lacking in the literature on educational leadership today.