International Journal of Educational Management Emerald Article: Job satisfaction: factor analysis of Greek primary school principals' perceptions Anna Saiti, Konstantinos Fassoulis Article information: To cite this document: Anna Saiti, Konstantinos Fassoulis, (2012),"Job satisfaction: factor analysis of Greek primary school principals' perceptions", International Journal of Educational Management, Vol. 26 Iss: 4 pp. 370 - 380 Permanent link to this document: http://dx.doi.org/10.1108/09513541211227773 Downloaded on: 31-01-2013 References: This document contains references to 46 other documents To copy this document: [email protected] This document has been downloaded 243 times since 2012. * Users who downloaded this Article also downloaded: * Anna Saiti, Konstantinos Fassoulis, (2012),"Job satisfaction: factor analysis of Greek primary school principals' perceptions", International Journal of Educational Management, Vol. 26 Iss: 4 pp. 370 - 380 http://dx.doi.org/10.1108/09513541211227773 Anna Saiti, Konstantinos Fassoulis, (2012),"Job satisfaction: factor analysis of Greek primary school principals' perceptions", International Journal of Educational Management, Vol. 26 Iss: 4 pp. 370 - 380 http://dx.doi.org/10.1108/09513541211227773 Anna Saiti, Konstantinos Fassoulis, (2012),"Job satisfaction: factor analysis of Greek primary school principals' perceptions", International Journal of Educational Management, Vol. 26 Iss: 4 pp. 370 - 380 http://dx.doi.org/10.1108/09513541211227773 Access to this document was granted through an Emerald subscription provided by UNIVERSITAS KATOLIK PARAHYANGAN For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. 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The current issue and full text archive of this journal is available at www.emeraldinsight.com/0951-354X.htm IJEM 26,4 Job satisfaction: factor analysis of Greek primary school principals’ perceptions 370 Anna Saiti Harokopio University, Athens, Greece, and Received 22 December 2010 Accepted 18 May 2011 Konstantinos Fassoulis University of Athens, Athens, Greece Abstract Purpose – The purpose of this paper is to investigate the factors that affect the level of job satisfaction that school principals experience and, based on the findings, to suggest policies or techniques for improving it. Design/methodology/approach – Questionnaires were administered to 180 primary school heads in 13 prefectures – one from each of the 13 Greek regions (including the metropolitan area: prefecture of Attiki, Athens) so that the sample would be representative of the whole country. The first section of the questionnaire includes the location of each respondent’s school as well as personal and professional characteristics of the primary school teachers, while the second section asked school principals to reply to 36 statements that expressed perceptions relating to their level of job satisfaction. These responses yielded the principal components for factor analysis. Findings – The results indicate that two factors – the role of superior and school heads’ remuneration, and recognition of the principals’ efforts – which account for 33.27 per cent of the total sample, seem to be particularly important for school heads’ job satisfaction. Research limitations/implications – The findings of this study cannot be used to generalize about the whole Greek education system as it only analyzes a small sample. Therefore, analysis of additional data from school principals may be necessary for comparison and to reaffirm the results. Further investigation is also needed in order to isolate the specific elements and significant differences in school heads’ satisfaction ratings. Practical implications – This paper would be useful to educational planners and policy makers. Meeting the school principals’ needs and expectations seems to be a basic component in effective school leadership. As the school principal’s role is directly related to human resources management (teachers) and subsequently to child development, the issue of a head’s job satisfaction becomes even more pressing. Originality/value – Given that the existing Greek literature on school management does not contain a substantially detailed discussion specifically on school heads’ job satisfaction, this paper may contribute decisively to the smoother and more efficient operation of the school unit. Keywords Job satisfaction, Factor analysis, School head, Primary education, Greece Paper type Research paper International Journal of Educational Management Vol. 26 No. 4, 2012 pp. 370-380 q Emerald Group Publishing Limited 0951-354X DOI 10.1108/09513541211227773 Introduction The notion of job satisfaction is not easy to understand as it remains a complex concept and difficult to measure (Mullins, 1996). As Evans (1998, p. 8) explained, “a problem concerning a teacher’s job satisfaction that demands hard work, is that when referring to satisfaction without defining the meaning, we fail to clarify that the issues mentioned are truly satisfactory components of work”. However, it is widely accepted that job satisfaction is a multi-dimensional concept; a general attitude an individual has in handling his/her work. The relationship between job satisfaction and work performance is not very clear since a wide range of factors such as the working environment, its manner of organization, demography and individual circumstances, etc., can substantially affect the level of job satisfaction attained by individuals (Crossman and Harris, 2006; Evans, 1998, p. 23). School leadership is an important issue that is highly associated with effective school performance (Edmonds, 1979; Fassoulis, 2001; Fassoulis et al., 2009; Saitis and Eliophotou-Menon, 2004; Saiti, 2007; Stoll and Mortimore, 1997; Theophilidis and Stylianidis, 2000) and job satisfaction since, under certain conditions of intense social, technological and financial change, it helps any organization (particularly a school unit) to establish competent management. In order for school principals to be able to successfully fulfill their duties, the school must satisfy certain needs and desires that they have. The need to keep school heads satisfied with their work is imperative, since their actions contribute decisively to the smooth and efficient operation of the school unit. Taking into consideration that: . school management implies the creation and maintenance of a favorable working environment, necessary for the good performance of the school unit’s members working for the accomplishment of common educational goals; and . the performance of a school head depends, to an extent, on the levels of job satisfaction derived from practicing the managerial tasks, then the school head cannot complete this managerial task without knowing the motivation for his subordinates and the sort of satisfaction he/she derives from his work. Within this framework, the productivity of a project realized within a school unit demands, besides other elements, the positive attitude of the principal towards that specific project. The overall attitude of the school principal towards the work is called “job satisfaction” (Allport, 1954). Currently, literature on Greek school management mainly focuses on: the current legal and institutional framework for the school principal (Poulis, 2007), the role of the principal at a full-day school (Pyrgiotakis, 2001) and at other school types (Fassoulis et al., 2008; Iordanides, 2002; Michopoulos, 2004; Saitis and Eliophotou-Menon, 2004; Stravakou, 2003), the relatively low participation of female educators in high levels of school management (Kyriakoussis and Saiti, 2006; Mitroussi and Mitroussi, 2009), the selection methods and training of the school principals (Mountzouri-Manousou and Daskalopoulos, 2005; Georgogiannis et al., 2005), the way a school head exercises authority (Saitis, 2007), the school principal’s contribution in creating a favorable school environment (Gournaropoulos, 2007; Kavouri, 1998), and the identification of the capabilities a Principal should have (Pyrgiotakis et al., 2001; Saitis, 2007). Hence, Greek literature on school management does not contain a substantial detailed discussion specifically on school heads’ satisfaction. However, Papanaoum (1995, pp. 110-112) supported the view that, on the identification and handling of school heads’ problems during the exercise of their duties, “heads, in their majority, perceive their role to be reinforced in terms of prestige and managerial support” and that the “criticism” they may receive about their work cannot be attributed solely to a lack of satisfaction, but also to attempts at determining ways of improving their position. Job satisfaction 371 IJEM 26,4 372 Furthermore, “the need to satisfy the school heads” is considered imperative, “since he himself should contribute for the effectiveness of the school unit” (Raptis, 2005, p. 130). This study, based on the factor analysis of principal components, deals with the level of satisfaction that the elementary school head derives from their work. In particular, the factors that compose the degree of satisfaction/dissatisfaction that Greek primary school principals receive in relation to their work are examined. In view of the above, this study aims to: . investigate the factors that affect the feeling of satisfaction of the school units’ management executives in relation to their work; and . suggest, according to the results, policies or techniques that would improve school head satisfaction and hence facilitate the smoother functioning of the school units. Data and methodology Questionnaires were administered to 180 primary school heads. Of those issued, 123 were completed sufficiently for analysis (response rate: 68.3 percent). Since Greece is divided administratively into 13 regions, a prefecture from each Greek region was selected (including the metropolitan area: prefecture of Attiki, Athens) so that the sample would be representative of the whole country. The questionnaire used in the current research was implemented in the Job Satisfaction Survey ( JSS) in the USA and is divided into two sections: The first section of the questionnaire includes the location of the respondents’ school as well as personal and professional characteristics of the primary school teachers, while the second section asked school principals to reply to 36 statements that expressed perceptions relating to their job satisfaction level. The same research instrument was adopted by Crossman and Harris (2006) (with slight amendments) and Saiti (2007) in order to conduct a survey in the UK and Greece, respectively. Primary school heads were asked to rate the degree of actual or expected satisfaction by using the following scale: 1 ¼ disagree very much, 2 ¼ disagree moderately, 3 ¼ average; 4 ¼ agree moderately, 5 ¼ agree very much. The method that was applied to the original statements of job satisfaction included in the questionnaire yielded the principal components for factor analysis. The statements have been reduced to a number of factors, which were rated by school heads, and organized into groups. Findings Demographics characteristics From the sample of 123 primary school teachers in question, 65.9 percent were men and 34.1 percent were women. The vast majority of the respondents (88.6 percent) were married. According to the results, 55.3 percent of the primary schools were located in rural areas, 16.3 percent in semi-urban and 28.5 percent in urban areas. The largest proportion of the respondents (38.2 percent) was 50 years of age while 37.4 percent was aged between 41 and 50 years. In terms of total teaching experience, overall, 37.4 percent had spent between 21 to 30 years in public primary education, 22.0 percent of the respondents between one and ten years, 21.1 percent between 11 and 20 years, and 19.5 percent had over 30 years’ relevant teaching experience. The majority of the respondents in question, 70.7 percent, had served at the same school for a period of between one and ten years, while 22.0 percent had served between 11 and 20 years, and just 7.3 percent had served at the same school for over 20 years. Main factors of job satisfaction The application of factor analysis resulted in the extraction of 11 factors that have an Eigenvalue above 1. Of these, seven factors were selected (see Table I) which account for 67.68 percent of the total sample. The Cronbach’s alpha reliability coefficient was 0.72. Based on the empirical findings, the following factors were extracted: . The first factor was the roles of the superior. These were: Superior’s leadership ability; superior’s recognition for one’s work; unfair treatment of one’s work by the superior; positive feelings for their superior; and positive feelings for their work. . The second factor covered considerations relevant to heads’ remuneration and rewards for their work. These were: benefits received from heads’ work were as good as in other organizations; fair remuneration; there were benefits in the heads’ job which they should have had but did not have; no appreciation of heads’ work; the benefits package (holidays, working hours, salary, etc.) was equitable; no heads’ satisfaction in salary increases; and salary increases being few and far between. The latter item, although it had the lowest loading on the factor, it was included because it was strongly associated with this factor. . The third factor was school heads’ satisfaction from their job and cooperation among educators. This covered: heads feeling that their job was meaningless; unappreciated heads’ job; no heads’ satisfaction from their expected performance; incompetence of their colleagues forcing them to work harder; few rewards for those who work in the school; bickering and fights among colleagues at work; and too much paperwork. The latter item, although it had the lowest loading on the factor, it was included because it was strongly associated with this factor. . The fourth factor was the school environment. This covered: the superior’s emotional support for heads; no full explanation of work assignments; enjoyment of the work at school; communication with colleagues; lack of clarity in what is going on with the school; plurality in heads’ work; and heads’ feelings for their colleagues. The last two items, although they had the lowest loadings on the factor, they were included because they were strongly associated with this factor. . The fifth factor was bureaucracy. This factor included only two statements and these were: bureaucracy seldom blocked good work; and people in this country have a high mobility, as in other countries. . The sixth factor addressed the possibilities for heads’ promotion. In particular, these were: high possibility of being promoted when one’s job stood well; no recognition of heads’ efforts; and heads’ satisfaction with their possibilities for promotion. The latter item, although it had the lowest loading on the factor, it was included because it was strongly associated with this factor. . Finally, the seventh factor was the schools’ aims. This covered: sense of pride for their colleagues at work; rules and procedures were obstacles to heads’ work; little possibility for promotion within school; unclear school goals; and general school environment. The latter item, although it had the lowest loading on the factor, it was included because it was strongly associated with this factor. Job satisfaction 373 IJEM 26,4 Factors Variables Factor 1. Role of superior Superior’s leadership ability Superior’s recognition for one’s work Unfair treatment of heads’ work by the superior Positive feelings for their work Positive feelings for their superior Fair remuneration Benefits received from heads’ work are as good as in other organizations No appreciation of heads’ work There are benefits in heads’ work that they should have but do not have No heads’ satisfaction with salary increases The benefits package (holidays, working hours, etc.) is equitable Salary rises few and far between Heads’ job unappreciated Heads feel that the job is meaningless No heads’ satisfaction for their expected performance Incompetence of their colleagues force them to work harder Too much paperwork Few rewards for those who work in the school Bickering and fighting among colleagues at work Superiors giving emotional support to heads No full explanation of work assignments Work at school is enjoyable Communication with colleagues Not clear what is going on with the school Plurality in head’s work Heads’ feelings about their colleagues Bureaucracy seldom blocked good job People in this country have a high mobility, as in other countries Great possibilities of being promoted when ones’ job stands well No recognition of heads’ efforts Heads’ satisfaction with their possibilities for promotion Unclear school goals Rules and procedures constitute obstacles to one’s work General school environment Sense of pride for their colleagues at work Few possibilities for promotion within school 374 Factor 2. School heads’ remuneration and rewards Factor 3. Satisfaction from the work and cooperation among educators Factor 4. School environment Factor 5. Bureaucracy Factor 6. Possibilities for promotion Factor 7. School aims Table I. Variables included in each factor and factor loadings Loadings 0.821 0.774 20.794 0.730 0.824 0.595 0.712 20.548 20.662 0.491 0.478 20.291 0.497 0.356 0.605 0.310 0.287 0.704 0.473 20.721 20.457 20.332 0.369 0.428 0.298 0.227 0.663 0.662 0.432 0.495 0.213 20.363 0.596 20.254 0.378 20.325 Discussion While the variables incorporated in the first five factors generally have relatively high loadings, all the variables incorporated in the first two (except Salary rises that are few and far between, see Table I) have particularly high loadings. These two factors alone (the role of superior and school heads remuneration and rewards (recognition) for principals’ efforts) account for 33.27 percent of the total sample. The research showed that the ability of the educational directors to recognize and support the work of the school principals is an important factor in creating a feeling of satisfaction for the latter. In fact, the recognition of the school heads’ work by their superiors leads to satisfaction, which in turn: “affects productivity in an indirect way, creating a feeling of devotion to the institution and to its goals” (Kantas, 1993, p. 111), and develops a positive and cooperative feeling between managers and subordinates. This means that the appreciation the school heads receive from the superior is seen as the most important element for high levels of satisfaction and perhaps, as Rose (2003) and Weiss (2002) point out, could be the reason for its growing importance in applied psychology. In order to have good working conditions established between the high educational managerial levels and the school principals, educational managers in the upper hierarchy should avoid treating their subordinates unfairly at all costs, since unfair treatment of a subordinate (such as school principal) leads to dissatisfaction, which in turn results in an unpleasant school environment. Empirical results also revealed that school heads relate their job satisfaction with high remuneration for the tasks carried out, and with the appreciation of their social status. This result implies that economic reward is not the only determinant of job satisfaction for school principals. Recognition, encouragement, as well as the uplifting of morale through acknowledgement of performance and praise, are positive factors in satisfying school heads and in strengthening their professional devotion to the school unit. In addition, results showed that the degree of acknowledgement of a school principal’s work, the level of cooperation with his/her subordinates and a positive school environment could affect the level of job satisfaction/dissatisfaction. School leadership can be considered effective if individuals in the school are satisfied with their work (Shamir et al., 1993). As Kalogerou (2000, p. 31) has stated, “a person feels the need to be appreciated for his/her efforts at work and further to feel accepted by his/her colleagues”. In public education, the acknowledgement of efforts and performance of a school principal by school community members is a factor that contributes to heads’ job satisfaction and is an intrinsic motivation (Bouradas, 2005). In other words, a school has a lot to gain from a head who feels that his/her contribution is well recognized and rewarded with benefits, such as moral praise and promotion to the higher levels of educational hierarchy. However, Saitis (2007) found in his research that Greek primary and secondary education lack the positive recognition and acknowledgement that should be derived from the educators work. For example, moral rewards are rarely awarded: for the period 1990-2006, only nine moral rewards were awarded in primary education for exceptional performance and one in secondary education (Saitis, 2007). Based on the above, the absence of a positive relation between effort ! performance ! rewards in the first two levels of Greek education is confirmed. Also, the reinforcement of a moral rewards and praises system, one that would further motivate the members of the educational community (both teachers and Job satisfaction 375 IJEM 26,4 376 school heads) to take initiative in matters concerning their work, seems to be crucially important. The establishment of harmonious cooperation between the school principal and the teachers is associated with school head orientation (managerial or transformational), and the source of drawing his/her leading authority (Baliou, 2004; Gournaropoulos, 2007). Since leadership is related to motivation, interpersonal behavior and the process of communication (Saiti, 2003), the school principal is an important element in the formulation of a positive or negative working environment within a school unit. Taking into consideration that the work environment and school performance are associated (Butt et al., 2005; Cockburn and Haydn, 2004; Crossman and Harris, 2006; Fassoulis et al., 2009; Edmonds, 1979), then the effective performance of a school unit, as in every social system, is facilitated through the harmonious cooperation between the principal and the teaching staff, through efficient communication between the teachers and their students, and certainly when the educators’ personal needs are met. On the contrary, a depressing and repulsive environment creates feelings of decay and frustration, has a negative influence on work quality and as a consequence minimizes the effectiveness of the school unit. Based on the above analysis, the real and dynamic power of the school environment creates pleasant and unpleasant feelings within schools, which in turn positively or negatively influence educators’ performance and consequently students’ achievement. The findings revealed that the amount of paperwork produced by strongly administrative systems affects principals’ job satisfaction/dissatisfaction. If we consider that “the main aim of bureaucracy is the carrying out of standard daily administrative work” (Fanariotis, 1999, p. 123), then school heads (in cooperation with the teachers), have many administrative duties, such as: classification and filing, certificate issuing, updating of office books, filling of lists etc. If those duties were carried out under a contemporary and effective educational management (e.g. proper use of technology, clarity of school legislation, simple and brief bureaucratic procedures etc), the school units’ managerial executives would perform their tasks better and faster, with minimal financial cost and human effort. On the contrary, if the above duties are performed under complex and time consuming procedures, these bureaucratic components cause additional workload and low job satisfaction. A relevant research (Papanaum, 1995) revealed that Greek secondary school principals feel dissatisfied, since the current legislative framework makes them feel “lonesome” and “powerless” within a bureaucratic management mechanism. The results derived from Hill’s (1994) research are similar and according to them, the main reason for primary school heads dissatisfaction is the frustration when performing their duties on the excessive workload. With reference to the reality in Greek schools, the management system is over-centralized (Eliophotou-Menon and Saitis, 2006; Mitroussi and Mitroussi, 2009) and, as a consequence, the administrative work causes job dissatisfaction among school community members – the lack of clarification in school legislation, as well as the time consuming procedures, create not only an excessive workload but also, on many occasions, confusion because the numerous procedures and norms often conflict each other (Eliophotou-Menon et al., 2008; Raptis, 2005). This all points to a need for a simplification of administrative system procedures, a classification of school legislation, the development of existing technologies, and the selection and appointment of appropriate management executives. The results from the present study reveal that the possibility of promotion in a higher ranked position with more authority/ responsibility and higher prestige is a factor that contributes to heads’ job satisfaction or dissatisfaction. Previous research studies (Koustelios, 2001; Koustelios et al., 2004) on Greek physical education teachers’ job satisfaction confirmed the above result. According to Rose (2003) and Mullins (1996), both the possibility of promotion and the work’s benefits are extrinsically linked to the reward a job offers. Indeed the research of Zembylas and Papanastasiou (2004) on Cyprus – a country with similar educational characteristics – showed that educators are motivated more by extrinsic motivation than intrinsic and that this result is not compatible with other countries such as Australia and Malta. In order for the concept of promotion to be “a motivating power” for school heads, a re-emphasis on the importance of the recruitment and selection process for educational leaders in Greece is required in order to have the right person placed in the right position, and attract and retain well-motivated and capable educators (Cockburn and Haydn, 2004, p. 1). Finally, school aims seem to positively or negatively affect the school principals’ job satisfaction. The school, as a social institution, aims at specific goals. School leadership has an important role to play in the accomplishment of these goals. This happens because the school principal performs a leading role in addition to the bureaucratic task they carry out. With their attitude and actions they inspire/encourage their colleagues and create the appropriate environment for motivating all human resources in their school. In practice, school head dynamics derive not only from their abilities, the school environment and organizational support, but also from their attitude to work, since an individual’s feelings towards their job depends on the degree of satisfaction the specific job offers. This is further supported by the results of a relevant research (Chaplain, 2001), according to which school principals claimed that the aspects of their profession that bring them more satisfaction are related to the professional level, the challenge and the degree of their success. Based on the latter, high managerial levels in education should continuously seek for praise and superiors’ encouragement, since while performing their duties, they are often troubled by doubts and frustration. Furthermore, educators usually have a higher motivation to achieve a goal when they play an active role in defining it. They subsequently consider it as their personal goal. Conclusions The purpose of the present research was to identify the factors affecting job satisfaction for primary schools heads. The application of factor analysis resulted in the extraction of seven factors (superior’s role, salary and financial rewards, satisfaction derived from work and cooperation among educators, the school environment, promotion opportunities and the school’s targets), that affect school heads’ job satisfaction and as a consequence their attitude to their work. Considering that: job satisfaction is a multi dimensional concept; there is heterogeneity between the needs, desires and motives among educational leaders; and the contribution of a school head determines the accomplishment of the school’s goals, Job satisfaction 377 IJEM 26,4 378 then the establishment of an objective, planned and systematic approach to the recruitment and selection of staff, the professional development of educational leaders on a permanent basis and, finally, the satisfaction of the school principals’ needs, seem to be the basic components for the enhancement of the school leadership role. This view is of crucial importance, since the social and financial development of a country depends on the quantity and quality of the education provided. The present study is not without limitations. The findings of this study cannot be used to generalize about the whole Greek education system as it only analyzes a small sample. Therefore, analysis of additional data from school principals may be necessary for comparison and confirmation of the results. Further investigation is also needed in order to isolate the specific elements and significant differences in school heads’ satisfaction ratings. In any debate on how to keep an employee both satisfied and productive, Rose (2007, p. 379) reminds us that “high job satisfaction is a desirable end in addition to its possible tonic effects on productivity”. Given that education is the future of every country and he school principal’s role is directly related to the human resource management (teachers) and consequently with child development, the issue of a heads’ job satisfaction becomes even more pressing since it would raise school efficiency (at least marginally). References Allport, G.W. (1954), The Nature of Prejudice, Addison-Wesley, Reading, MA. Baliou, E. 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