The Influence of Transformational and Transactional Leadership on School Climate and Job Satisfaction

This study investigates the extent to which leadership style and school size influence key organizational outcomes in Greek primary education, such as school climate and teachers’ job satisfaction. A quantitative design was employed using data collected from primary teachers through a questionnaire measuring school climate and job satisfaction. To examine both the independent and combined effects of leadership style and school size on climate and satisfaction, a series of two-way analyses of variance were conducted. Leadership style emerged as a strong and consistent factor, with the transformational leadership style associated with significantly higher levels of positive school climate and higher job satisfaction compared to the transactional style. School size demonstrated no significant main or interaction effects, indicating that the influence of leadership style was stable across schools of different sizes. These findings highlight the central role of leadership practices in shaping teachers’ perceptions of their work environment, underscoring the importance of adopting a supportive leadership approach.