THE IMPACT OF SCHOOL MANAGEMENT ON TEACHER JOB SATISFACTION: A COMPREHENSIVE STUDY

This study explores the impact of school management practices—particularly transformational leadership—on teacher job satisfaction in Albanian-language schools in the Republic of North Macedonia. Drawing from the critical need to address disparities in multilingual and multiethnic educational systems, the study employs a mixed-methods design to investigate how school leadership and institutional conditions shape teachers’ professional experiences. Quantitative data were collected from 150 teachers using validated instruments: the Job Satisfaction Survey (JSS) and the Multifactor Leadership Questionnaire (MLQ). Additionally, 20 semi-structured interviews were conducted with teachers and school leaders to gain deeper qualitative insights. Statistical analysis revealed a strong and statistically significant correlation (r = 0.68, p < 0.01) between transformational leadership behaviors and teacher job satisfaction. Furthermore, a notable disparity in satisfaction levels was observed between Albanian-language (M = 63.5) and Macedonian-language schools (M = 81.3), suggesting systemic inequities in resource allocation and institutional support. Qualitative findings reinforced these results, identifying key barriers to satisfaction such as insufficient funding (85%), political interference (70%), and administrative overload (68%). The study concludes that while transformational leadership positively influences teacher morale, its effectiveness is limited without broader structural reforms. The findings underscore the importance of equitable policy frameworks, leadership development programs, and depoliticized school governance to foster teacher well-being and improve educational outcomes in bilingual contexts. This research contributes to the growing body of literature on educational equity and leadership in post-socialist, ethnically diverse societies, offering both theoretical insights and practical recommendations for policymakers and educational institutions.