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Transformational Leadership and Teachers’ Job Satisfaction: A Structural Model of Motivational and Contextual Mediators

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  • Georgia Stavropoulou

    (University of Thessaly, Greece)

  • Eleftheria Beazidou

    (University of Thessaly, Greece)

  • Nikoleta Lloja

    (Aristotle University of Thessaloniki, Greece)

Abstract

Teacher job satisfaction critically influences instructional quality, retention, and school performance. Although transformational leadership is linked to higher teacher satisfaction, the mechanisms that drive this effect remain underexplored. Drawing on Herzberg’s two-factor theory and Bandura’s social cognitive framework, this study tests an integrated model examining motivational (principal self-efficacy) and contextual (salary satisfaction and collegial relationships) pathways. Survey data from 110 primary school teachers were analyzed using structural equation modeling. The results indicated that transformational leadership enhances principal self-efficacy, which mediates its effect on teacher satisfaction. Salary satisfaction and strong collegial relationships further support satisfaction and work commitment, with work dedication predicting long-term organizational commitment. The findings highlight the importance of relationally responsive and contextually aware leadership in promoting teacher well-being and school effectiveness, suggesting that leadership development should prioritize principal self-efficacy, collegial support, and equitable compensation.

Suggested Citation

  • Georgia Stavropoulou & Eleftheria Beazidou & Nikoleta Lloja, 2026. "Transformational Leadership and Teachers’ Job Satisfaction: A Structural Model of Motivational and Contextual Mediators," European Journal of Education and Pedagogy, European Open Science, vol. 7(1), pages 60-66, January.
    • Handle: RePEc:epw:ejedu0:v:7:y:2026:i:1:id:70007
    DOI: 10.24018/ejedu.2026.7.1.70007
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