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The level of occupational burnout (OB) and job satisfaction (JS) was investigated in primary school teachers (n = 125) in the region of Epirus in Northwestern Greece. Teachers exhibited a high level of emotional exhaustion (EE), a medium level of depersonalization (DP), and a lack of personal accomplishment (PA). In our study, EE, which is a significant component of OB, varied according to intrinsic and extrinsic JS parameters. Teachers were less satisfied and more stressed with extrinsic job characteristics of their job, such as working conditions and working hours. Female teachers were more likely to exhibit increased satisfaction from intrinsic job characteristics, whereas male teachers were more likely to exhibit increased emotional exhaustion and lack of personal accomplishment. Job satisfaction had a significant negative impact on emotional exhaustion. Job satisfaction accounted (EE = 47.173 − 3.527*JS) for 35.1% of the total variation in the dependent variation of EE (F(1124) = 66.094, p < 0.001), indicating that job satisfaction had a significant negative effect on EE, such that an additional unit in job satisfaction will lower EE by 3.527. A Pearson correlation analysis revealed that age correlated negatively with emotional exhaustion (r = −0.204, p = 0.023). Proactive human resources policies may be required to protect the newly hired and less experienced teachers from exposure to stressful working conditions.

There are few options available for school managers who wish to effectively tackle school conflicts. The aim of the present work was to assess the issue of school conflict, its sources, and the effectiveness of different conflict management styles in Secondary Education school units in Greece. Teachers (n = 128) from twelve randomly selected schools in the region of Epirus, NW Greece, participated in the present work. Teachers' views on their school Principals' leadership style as well as the sources, the type(s), and the severity of conflict in their school unit were surveyed. Conflict appeared to be a frequent issue in schools. Frequent sources of conflict included interpersonal and organizational parameters. School leaders exhibited a range of conflict management styles. Compromise and Collaborative styles were frequently observed, followed by Smoothing and Forcing. Avoidance was less frequently exhibited by school leaders. The transformational and transactional leadership styles exhibited were equally effective in successful conflict resolution, whereas a laissez-faire leadership style was not. The results indicate that leadership and conflict management style can be associated with the effectiveness of conflict management.