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ERIC Number: EJ1133120
Record Type: Journal
Publication Date: 2017-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1741-1432
Followership Styles and Job Satisfaction in Secondary School Teachers in Serbia
Hinic, Darko; Grubor, Jelena; Brulic, Lida
Educational Management Administration & Leadership, v45 n3 p503-520 May 2017
The aim of the study was to determine the frequency of followership styles, and their connection with job satisfaction and satisfaction with extrinsic/intrinsic aspects of work in teachers. The sample included 206 secondary school teachers of three grammar and three vocational schools in three towns in Serbia. The results indicate that the most prominent followership styles were star followers (58.7%) and pragmatists (39.8%). Star followers attached greater significance to intrinsic aspects of work and reported a higher job satisfaction rate, while pragmatists placed more importance on extrinsic ones. Independent thinking correlated with intrinsic aspects of work and job satisfaction, and active participation with job satisfaction and both work aspects. The results also show that a higher degree of engagement (particularly when combined with economic satisfaction) predicted a higher level of job satisfaction. If dominant followership and motivational structures of teachers were learnt, the management of educational institutions would be improved because teachers who participate in making work decisions have a greater sense of empowerment and commitment to organizational goals. Although affected by types of personality, dominant followership structures of the teacher may be influenced during the course of professional training, thereby directing them towards the development of functional followership types.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Serbia
Identifiers - Assessments and Surveys: Minnesota Satisfaction Questionnaire
Grant or Contract Numbers: N/A