The purpose of this study is to determine the degree of application of the servant leadership principles as well as the degree of job satisfaction as perceived by school teachers and, to examine the correlation between these two variables. The servant leadership is a form of leadership that is linked to high percentages of teachers' job satisfaction; however, it has not received the researchers' attention and lacks adequate empirical foundation. In Greece, only few studies have analysed this leadership style and, this study is the first to be conducted in a primary education environment. More specifically, the sample of the research consisted of 141 teachers from 20 public primary schools in the prefecture of Trikala in central Greece and as a measurement tool we used the OLA questionnaire (Laub, 1999 -edition for educational units), which we adjusted to the needs of the present research. The results revealed a positive trend towards the degree of perception of the characteristics of servant leadership by the majority of sample teachers. It has also been found that sample teachers receive an amount of a lot to a great deal of satisfaction from their work. Moreover, the research has shown a statistically significant powerful positive relationship between job satisfaction and the perceived application of the principles of servant leadership, and that the perceived application of the principles of servant leadership could be a predictive factor of teachers' job satisfaction. The above results demonstrate the positive contribution of servant leadership to teachers' job satisfaction, which is linked to the efficiency of the educational work of schools.

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The purpose of this research is to explore the characteristics of ethical leadership in in the field of education in Europe. In an era, when there are no transcendental principles and universally accepted values and, within organizations, a mainly “situational” and “procedural” ethics has been developed (Voyé, 1999), educational mission, goals and procedures are changing. Thus, it could be extremely challenging to explore aspects of educational leadership that are not considered necessarily self-evident, maintaining at the same time a critical and skeptical attitude regarding power relations and the promotion of moral values and democratic processes at school. The present research was carried out in Greece, Great Britain, Germany, Italy, France and Spain and, the sample consisted of 451 primary and secondary education teachers. The findings of this research demonstrated that, according to teachers’ perceptions, principals at schools- in carrying out their duties- have to develop responsibility and moral values so as not to deviate from the main goals of education, which are system’s eudaimonia through the all-round development of the future citizens of a democratic society (Goldring & Greenfield, 2002). More specifically, teachers from all participating countries affirmed that educational leaders put the emphasis– to a great extend- on core values such as honesty, sincerity, integrity, altruism, trust, rewarding ethical contribution and moral responsibility.

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Employee voice is a key-factor which fosters both personal and organisational development. However, in recent years, there is a concern sinceit appears that employees do not feel confident enough to speak out at work and hide their feelings and points. The scope of this research is to explore dimensions of organisational voice expressed by teachers at school, according to personal and contextual parametres. For our research purposes, 313 questionnaires were distributed to school teachers throughout Greece.The results revealthat teachers seem to express their own points and feelings actively and without fear. Moreover, they appear to vividly propose actions for the common good. Furthermore, it appears that there exists a strong relation between dimensions of voice, years in service, type of educational establishment and place of work while, gender does not affect the way teachers express themselves. We stress that, organisational voice as perceived and expressed in professional environments, constitutes an indicator and a valuable factor closely related to organisational effectiveness and development.