Mokytojų pasitenkinimo darbu sąsajos su mokyklos vadovo etiška lyderyste ir mokytojų psichologine nuosavybe

LTŠiame straipsnyje pristatomas Lietuvos bendrojo lavinimo mokyklose dirbančių mokytojų pasitenkinimo darbu sąsajų su mokyklos direktoriaus etišku vadovavimu ir mokytojų psichologine nuosavybe empirinis tyrimas, besiremiantis J. B. Avey’aus ir kolegų sudarytu bei verslo sektoriuje išbandytu teoriniu modeliu, kuris pasitvirtino ir Lietuvos švietimo kontekste, patvirtindamas tyrimo hipotezes, kad egzistuoja: 1) statistiškai reikšminga mokyklos vadovo etiškos lyderystės ir mokytojų pasitenkinimo darbu tarpusavio sąsaja; 2) statistiškai reikšminga mokyklos vadovo etiškos lyderystės ir mokytojų psichologinės nuosavybės tarpusavio sąsaja; 3) statistiškai reikšminga mokytojų psichologinės nuosavybės ir jų pasitenkinimo darbu tarpusavio sąsaja; 4) mokytojų psichologinė nuosavybė yra tarpinis mokyklos vadovo etiškos lyderystės ir mokytojų pasitenkinimo darbu kintamasis (mediatorius). Šie rezultatai leidžia teigti, kad mokyklos vadovas, praktikuodamas etišką lyderystę ir sudarydamas palankias sąlygas mokytojų psichologinės nuosavybės formavimuisi, gali tikėtis didesnio mokytojų pasitenkinimo darbu.

ENOne of the most urgent challenges to the Lithuanian education system today, and in the near future, is the growing demand for teachers, and their decreasing supply. This situation is worrying, as more and more teachers are leaving the profession, not only when they reach retirement age, but also when they decide to leave the educational sector for various other reasons. In addition, there are still too few school leavers who choose pedagogical studies and then go to work in schools. Moreover, incompetence and arbitrariness, favouritism and the misuse of funds by individual heads of educational institutions have a negative impact on job satisfaction for members of the pedagogical community, which, according to researchers (Rue & Byars, 2005), can cause undesirable behaviour, such as absenteeism, tardiness, staff turnover and strikes. These facts point to an urgent need for effective measures to address this issue. One way to keep existing teachers from leaving the educational sector would be to increase their job satisfaction. Obviously, much can be achieved through measures undertaken in the educational institution itself, where the successful implementation of such measures depends primarily on the head of the institution. Therefore, in this article, we aim to investigate whether a school principal, by practising ethical leadership and creating favourable conditions for stronger teacher psychological ownership, can expect greater teacher job satisfaction. We base this research on the adapted theoretical model in Avey et al. (2012), which shows how ethical leadership is related to employee job satisfaction through employee psychological ownership, which, once confirmed within the education sector as valid, can be successfully used as a solution to the existing problem of retaining experienced teachers and attracting novice teachers to the education system.This theoretical model was tried out and confirmed in the business sector abroad. However, it has never been tried out in the education sector, either in Lithuania or abroad. This research makes use of the quantitative research method, with an online survey for collecting the required data. The survey was made up of 30 statements from three research instruments: 15 statements from the Ethical Leadership Questionnaire (Yukl et al., 2013), 12 statements from the Psychological Ownership Scale (Shukla & Singh, 2015), and three statements from the Job Diagnostic Survey (Hackman & Oldham, 1974; 1980). Teachers from 14 schools in the Tauragė area were asked to participate in the survey. The results of the statistical analysis of the data collected (N=161) confirm the applicability of the theoretical model of the relationship between ethical leadership and psychological ownership and job satisfaction in an educational context. This means that there is a statistically significant relationship between the ethical leadership of school principals and teacher job satisfaction, between the ethical leadership of school principals and teacher psychological ownership, and between teacher psychological ownership and teacher job satisfaction. Moreover, teacher psychological ownership acts as a mediator in the relationship between the ethical leadership of school principals and teacher job satisfaction. School principals, therefore, by practising ethical leadership and creating favourable conditions for stronger teacher psychological ownership, can expect greater teacher job satisfaction.