The Impact of Leadership on the Communication Satisfaction of Primary School Teachers in Serbia
Edit Terek
Department of Management, University of Novi Sad, Technical Faculty “Mihajlo Pupin”, Đure Đakovića bb, 23000 Zrenjanin, SerbiaMilan Nikolic
Department of Management, University of Novi Sad, Technical Faculty “Mihajlo Pupin”, Đure Đakovića bb, 23000 Zrenjanin, SerbiaBojana Gligorovic
Department of Management, University of Novi Sad, Technical Faculty “Mihajlo Pupin”, Đure Đakovića bb, 23000 Zrenjanin, SerbiaDragana Glušac
Department of Methodical Sciences and Technology in Education, University of Novi Sad, Technical Faculty “Mihajlo Pupin”, Đure Đakovića bb, 23000 Zrenjanin, SerbiaIvan Tasic
Department of Methodical Sciences and Technology in Education, University of Novi Sad, Technical Faculty “Mihajlo Pupin”, Đure Đakovića bb, 23000 Zrenjanin, SerbiaAbstract
This paper presents the results of research into the effects of leadership on the communication satisfaction of teachers. The data was obtained by giving questionnaires to 362 teachers from 57 primary schools in Serbia. Leadership is shown to have a strong and positive impact on the communication satisfaction of teachers in Serbian primary schools. The following dimensions of leadership have the strongest influence: Core Transformational Leadership Behavior, Contingent Reward Behavior, and Intellectual Stimulation. The moderating effect of teachers’ gender and age was examined with the observed relationships. The moderating effect of gender was confirmed in three dimensions of communication satisfaction: Communication Climate, Horizontal & Informal Communication, and Organizational Integration. Any moderating effect of age was not confirmed. Primary school principals in Serbia should devote considerable attention to developing leadership and communication skills. This would serve to achieve an increase in communication and job satisfaction among teachers, which potentially creates the conditions for the improved and effective functioning of schools.