Abstract
This paper explores various factors that influence teachers’ satisfaction and emotion at work through a sample of 266 Greek teachers from different parts of the country. The tools used were: for emotional intelligence the scale WLEIS by Wong & Law (2002), for the perception of group cohesion the scale by Bollen & Hoyle (1990), for transaction relationship between heads and employees the questionnaire (LMX7) by Graen and Uhl-Bien (1995), for job satisfaction the scale by Brayfield & Rothe (1951), for emotions at work the scale by Brief, Burke, George, Robinson, & Webster (1988). The survey results show a positive correlation between female teachers’ job satisfaction and age, number of years in service, size of school unit, cohesion of group and transactions between heads and employees, while regarding male teachers there is a positive correlation between job satisfaction and only group cohesion and relationship of transaction. Men’s positive feeling is positively affected by relations of transaction between heads and employees, while women’s positive feeling by the group cohesion. Male teachers’ negative feeling is increased in relationship with the size of the school unit, while female teachers’ negative feeling decreases under the influence of age, years in service and relations of transaction. Finally, there is a correlation between increase of male and female teachers’ job satisfaction and either increase of positive or decrease of negative feeling.
Age, gender, years in service, size of school unit, group cohesion, relation between head and employee and emotional intelligence: their role regarding teachers’ feeling and satisfaction at work