Relationship between the Multifactorial Leadership Model and Collaborative Culture in Primary Schools

The present research tries to highlight the importance of the prevailing collaborative culture in the development and evolution of the Greek primary school, while investigating the leadership style adopted by the teachers and their possible interaction. The field of application of the research was all the teachers in selected all-day primary schools, while the multifactorial leadership (M.L.Q. 5X-Short) and the collaborative culture (S.C.S.-T.F.) were used as research tools. Following the methodology of descriptive and Pearson"s correlation analysis, the (N=782) questionnaires were used to draw conclusions based on the research questions posed. The results of the descriptive analysis demonstrated the adoption to a relatively satisfactory degree of several forms of collaborative culture-behaviour, highlighting at the same time as the dominant form of transformational leadership, without, however, overlooking the adoption of some transactional practices, while the distance of the respondents from laissez - faire leadership was evident. Pearson"s correlation analysis revealed the existence of a statistically positive relation only for the transformational leadership model with all dimensions of collaborative culture and the existence of a statistically positive and/or negative relation of transactional and laissez - faire leadership models with almost all dimensions of collaborative culture.