The main purpose of this study was to map school leaders? perceptions concerning the cooperation of the leadership team, the distribution of leadership functions and participative decision?making, and to asses their relative weight in terms of predicting school leaders? job satisfaction. Also, the effect of demographical and structural school variables (i.e. seniority, job experience, school size, size of the leadership team, school type) on school leaders? job satisfaction was examined. A sample of 130 school leaders of 46 large secondary schools (...) completed a self?report questionnaire. The study results indicated that school leaders are highly satisfied with their job. Multiple regression analysis revealed that job satisfaction was significantly related to the cooperation of the leadership team and the school type. The amount of formal distribution of leadership functions and participative decision?making of teachers in the school policy did not have a significant influence on school leaders? job satisfaction. (shrink)

The understanding of teachers? perception of new educational policy is crucial since this perception shapes the policy?s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers? perception of the new teacher evaluation policy. The conceptualisation of teachers? perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers? policy perception. More specifically, the structure a school leader (...) provides in a school and the amount of trust teachers have in the school leader have a significant impact on teachers? perception of the practicality of the new teacher evaluation policy. (shrink)

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi?structured interviews with the principals. Functioning, well?being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures (...) stimulating professional development, combine (1) type A, achievement?oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component. (shrink)