Leading Culturally Diverse Teachers: Leadership Style and Job Satisfaction of Multinational Teachers

  • Malisa Komolthiti Stamford International University

Abstract

This literature review explores leadership theory over a five-period of time, teacher job satisfaction, cross-cultural leadership, and the relationship between leadership style and teacher job satisfaction.  The extensive review of research h and theory reveals that leadership may influence teacher job satisfaction, and culture may play a role in leadership practices and teachers’ perception about leaders.  The review of existing research on the relationship between leadership style and teacher job satisfaction shows that existing research has been centered around determining whether there is a relationship between leadership behavior and teacher job satisfaction and on identifying the type of leadership style that might influence satisfaction.   Analysis of the literature indicates that existing research has been conducted in two main settings: research in one specific area or in cross-country research. A study of the relationship between leadership style and teacher job satisfaction in a multicultural educational institution is suggested for future research in order to understand whether culture plays a role in this relationship.
Keywords:
 Correlation, cross-cultural leadership, teacher job satisfaction, leadership style, educational leadership
Published
Jun 22, 2017
How to Cite
KOMOLTHITI, Malisa. Leading Culturally Diverse Teachers: Leadership Style and Job Satisfaction of Multinational Teachers. Journal submission manual - ASEAN Journal of Management & Innovation, [S.l.], v. 4, n. 1, p. 172-188, june 2017. ISSN 2351-yyyz. Available at: <http://journal.stamford.edu/index.php/ajmi/article/view/659>. Date accessed: 24 oct. 2017.
Section
Articles