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Education Sciences
Special Issues
School Management and Effectiveness
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School Management and Effectiveness

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (20 November 2023) | Viewed by 6579

Special Issue Editor

Dr. Sophia Anastasiou

E-Mail Website
Guest Editor
Faculty of Social Sciences, University of Ioannina, 451 10 Ioannina, Greece
Interests: educational management; human resources management
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In an ever-changing social, economic, political, and cultural environment, nations struggle to reform and adapt their education systems.

Under these rapidly changing conditions, the expectations for organizations are changing in response. As a result, the need for educational organizations to adopt and implement effective human resource management (HRM) policies and practices is becoming progressively apparent.

This Special Issue aims to gather manuscripts that illustrate the rising issues of administration and leadership at a time when public and private spending on education is under pressure. As a result, educational organizations are expected to perform, even when resources are scarce or overburdened.

Original research articles and reviews are welcome. Manuscripts which will present current issues on educational human resource management, school efficiency, best practice, leadership, and management in education are particularly welcomed, however manuscripts outside of these areas are also welcome for submission if suitably relevant.

We look forward to your contributions.

You may choose our Joint Special Issue in Merits.

Dr. Sophia Anastasiou
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • management education
  • human resources
  • school leadership
  • motivation
  • job satisfaction
  • management strategy
  • innovation in educational management
  • quality assurance
  • education policy
  • school improvement
 

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

14 pages, 280 KiB  
Article
Exploring the Impact of Different Leadership Styles on Job Satisfaction among Primary School Teachers in the Achaia Region, Greece
by Nick Panagopoulos, Kostas Karamanis and Sophia Anastasiou
Educ. Sci. 2024, 14(1), 45; https://doi.org/10.3390/educsci14010045 - 30 Dec 2023
Cited by 2 | Viewed by 2902
Abstract
This study explores the relationship between the transformational style of primary education Principals and the job satisfaction of their primary teachers in the Achaia region of Greece. A survey of primary school teachers in Greece (n = 411) revealed a strong positive [...] Read more.
This study explores the relationship between the transformational style of primary education Principals and the job satisfaction of their primary teachers in the Achaia region of Greece. A survey of primary school teachers in Greece (n = 411) revealed a strong positive association between transformational leadership and job satisfaction, highlighting the critical role of effective leadership in fostering a positive and supportive work environment for teachers. Pearson correlation analysis demonstrated significant correlations between leadership style and job satisfaction, considering both extrinsic and intrinsic parameters. Demographic factors, such as age and work experience, were associated with variations in satisfaction with the freedom to choose how to work, recognition for work, and promotion prospects. Specifically, older teachers expressed lower satisfaction levels in these areas. Moreover, the study highlighted the substantial impact of leadership style on job satisfaction. Age had a negative correlation with satisfaction with the freedom to choose how to work (r = −0.11, p = 0.019) and satisfaction with recognition for work (r = −0.112, p = 0.019), suggesting that older teachers tend to be less satisfied with these aspects of their jobs. Work experience had a negative correlation with satisfaction with promotion prospects (r = −0.14, p < 0.001), suggesting that more experienced teachers tend to be less satisfied with their prospects for career advancement. Transformational and personalized leadership styles were positively correlated with job satisfaction. Transformational leadership exhibited a strong positive correlation with satisfaction from the administration, colleagues, and working conditions (r = 0.785, p < 0.001). Transactional leadership also exhibits significant positive correlations with these aspects of job satisfaction, albeit to a slightly lesser extent. On the other hand, transactional leadership demonstrated a moderate positive correlation with overall job satisfaction (r = 0.301, p < 0.01), while no significant correlation is observed with satisfaction from the administration, colleagues, and working conditions. Passive laissez-faire leadership, in contrast, revealed negative correlations with all dimensions of job satisfaction, indicating a detrimental impact on the satisfaction levels of primary school teachers. These nuanced findings underscore the importance of considering multiple leadership styles in understanding their varied impacts on job satisfaction among teachers. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
18 pages, 1975 KiB  
Article
The Relationship between the School as a Learning Organisation and Teacher Job Satisfaction in General Education in Latvia
by Inese Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, Oskars Kaulēns, Inga Linde and Diāna Līduma
Educ. Sci. 2023, 13(12), 1171; https://doi.org/10.3390/educsci13121171 - 22 Nov 2023
Cited by 1 | Viewed by 1491
Abstract
The purpose of the study was to examine the relationship between the school as a learning organisation (SLO) and teacher job satisfaction in general education in Latvia. This study also examined teacher job satisfaction depending on the school type (primary, elementary and secondary [...] Read more.
The purpose of the study was to examine the relationship between the school as a learning organisation (SLO) and teacher job satisfaction in general education in Latvia. This study also examined teacher job satisfaction depending on the school type (primary, elementary and secondary school), school size, the geographical location of the school, the teacher’s work experience, the teacher’s workload and whether the teacher’s has one or more jobs. A structured questionnaire on the eight dimensions of the Latvian SLO model was used, which was developed within the project, “A model and tool to support the implementation of the approach school as a learning organisation in educational institutions”. The study sample included 478 teachers from 62 general educational institutions in Latvia. A significant relationship was found between all SLO dimensions and teacher job satisfaction in general education in Latvia. A significant relationship was not found between teacher job satisfaction and the school type, the school size, the geographical location of the school and the teacher’s work experience and workload; however, the data reveal that teachers who have almost full-time or full-time employment at school and those who work in only one school are more satisfied with their work. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
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20 pages, 743 KiB  
Article
Learning Organization Practices in Latvian Schools: Perspectives from School Staff, Students, and Parents
by Inese Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča, Agnese Lastovska, Svetlana Surikova, Oskars Kaulēns and Inga Linde
Educ. Sci. 2023, 13(10), 1000; https://doi.org/10.3390/educsci13101000 - 1 Oct 2023
Cited by 2 | Viewed by 1536
Abstract
The aim of this study is to analyze the current practice of implementing an approach to the school as a learning organzsation (SLO) in general and vocational education in Latvia. The OECD integrated SLO model was used to find out whether there were [...] Read more.
The aim of this study is to analyze the current practice of implementing an approach to the school as a learning organzsation (SLO) in general and vocational education in Latvia. The OECD integrated SLO model was used to find out whether there were differences between the opinions of school staff, students, and parents on the current practice of implementing the SLO approach in schools. A concurrent triangulation design was implemented, in which qualitative (school staff, n = 38) and quantitative (students, n = 990; parents, n = 620) data were collected concurrently, followed by a separate data analysis, after which the results of the studies were merged and triangulated. One of the key prerequisites for a school to become a learning organization is leadership, which is implemented on a daily basis by the school principal or an extended school management team. The results of the study indicate that, based on the analysis of students’ and parents’ opinions, learning leadership is one of the weakest dimensions of the SLO. The study also concludes that students’ and parents’ views on learning with and from the external environment and the wider system in their educational institution are not so positive, and that there is a need to raise the awareness of the school staff of the importance of collaboration in the current implementation practice of the SLO approach. It is necessary to ensure that purposeful cooperation and joint action are implemented at the school level to achieve the common goals of the school. Full article
(This article belongs to the Special Issue School Management and Effectiveness)
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