Job Motivation Research Articles (Page 1)

The recognition of transformational leadership is becoming an effective strategic approach by means of developing Generation Z professionals in the hospitality industry. The research is guided by Bass and Riggio’s (2006) four-dimensional framework and Bandura’s (1986) Social Cognitive Theory. This research determined how transformational leadership behaviors such as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, these impact young hospitality employees’ job satisfaction, motivation, professional growth, and career aspirations. Utilizing a descriptive quantitative design, a total of 172 Gen Z professionals were chosen to participate via survey. The result reveals consistent perceptions of transformational leadership across supervisory roles. High levels of satisfaction and motivation and generally viewed their work environments as conducive to learning and advancement. But moderate optimism surrounding future leadership roles suggests a need for clearer developmental pathways and long-term career planning. By evaluating the demographic profile ranging from early-career professionals with limited leadership exposure shows the highlights when it comes to urgency for hospitality organizations to adopt inclusive leadership strategies that foster mentorship, engagement, and alignment with Gen Z’s ethical and personal growth values. These findings reinforce the strategic relevance when it comes to transformational leadership in shaping Gen Z workforce experiences and advancing Sustainable Development Goals (SDGs 4, 5, and 8) through inclusive and values-driven HR practices.

Background: Due to the nature of nurses’ work, they play a crucial role in promoting community health, and job motivation is one of the key factors influencing the quality of their work. The impact of positive psychology on organizational success and job performance has been demonstrated in several studies. This research is significant because it provides crucial insights into actionable strategies for organizations seeking to enhance employee well-being, productivity, and overall competitive advantage. Objectives: The present study aimed to determine the effectiveness of group training in positive psychology on nurses' job motivation. Methods: This non-randomized controlled trial was conducted in 2021 at Imam Reza Hospital Complex in Kermanshah, Iran. The study sample included 64 nurses who met the inclusion criteria; they were selected by simple random sampling and equally divided into control and intervention groups. The intervention group received seven weekly 120-minute online group positive-psychology counseling sessions. The data collection tool was the Herzberg Job Motivation Questionnaire, which was completed by all participants as a self-report before the intervention, immediately after, and one month after the intervention. The collected data were analyzed using SPSS software version 21 and appropriate statistical tests (independent t-test, Pearson correlation, analysis of variance (ANOVA), chi-square test, Mann-Whitney U test, and Kruskal-Wallis test). Results: The assessment and comparison of nurses' job motivation before, immediately after, and one month following the intervention revealed no statistically significant differences in overall job motivation or any of its dimensions within the control group (P > 0.05). In the intervention group, however, job motivation was significantly lower before the intervention compared with both immediately after (P ≤ 0.001) and one month after the intervention (P ≤ 0.001). Moreover, job motivation immediately after the intervention was significantly higher than one month later (P < 0.02). Based on the findings, job motivation and its dimensions did not differ significantly between the intervention and control groups at baseline, but differences were significant both immediately and one month after the intervention. The mean score of job motivation and all its dimensions (except salary and wages) in the intervention group was significantly higher than in the control group (P ≤ 0.001). Conclusions: The results indicate that positive psychology training was effective in increasing nurses' job motivation. Therefore, implementing programs that focus on positivity as a strategy to improve nurses' performance and the quality of care appears useful and necessary.

This study aims to evaluate the impact of satisfaction, motivation, and work environment on employee performance, with non-financial compensation as a moderating variable. This study was conducted at a Public Health Center (Puskesmas) in Surabaya, involving 206 employees selected using a purposive sampling method. The collected data were analyzed using SEM PLS through Smart PLS 4. The findings of this study indicate that motivation and work environment have a positive significant influence on employee performance. Moderation analysis shows that non-financial compensation strengthens the influence of job satisfaction on employee performance. It is recommended that the integration of non-financial compensation in human resource management policies be used as a sustainable approach to improve employee performance in public health institutions.

This study investigates the relationship between China’s university homeroom teacher system and faculty turnover through the lens of job motivation theory and a case study approach. Focusing on faculty members at G University in Shanxi who resigned after one to nine years of service, the research draws on interview data analyzed thematically using MAXQDA. Findings reveal that novice faculty often perceived the system as burdensome and intrusive, leading to impulsive resignations. Faculty with three to six years of experience regarded the system as restrictive, framing resignation as an act of personal liberation. Those with seven to nine years of experience faced increasing collaboration challenges and viewed resignation as a means of avoiding further strain. Although the homeroom teacher system was originally intended to support students, it now appears outdated and contributes to faculty attrition. These results highlight the urgent need for reform and stronger institutional support to enhance faculty development and retention.

BackgroundThe increasing integration of technology in education necessitates an understanding of how teachers’ digital capabilities influence their professional lives. Teacher work motivation is a crucial factor in successful language pedagogy, yet the mechanisms linking digital competence to motivation remain underexplored, particularly within the Iranian EFL context.ObjectiveThis study aimed to investigate the relationship between English as a Foreign Language (EFL) teachers’ digital competence and their work motivation, with a specific focus on the mediating role of job efficacy.MethodsA quantitative research design was employed, utilizing validated questionnaires administered to a convenience sample of 286 EFL teachers in Iran (152 male, 134 female; M = 38 years, SD = 3.23). Data were analyzed using structural equation modeling (SEM) to test the proposed relationships.ResultsThe analysis revealed significant positive correlations between teacher digital competence, work motivation, and job efficacy. Notably, job efficacy significantly mediated the relationship between digital competence and work motivation.ConclusionThese findings underscore the importance of both digital competence and a strong sense of job efficacy in fostering and sustaining motivation among EFL teachers. Consequently, professional development initiatives should prioritize the enhancement of digital skills alongside strategies to build teachers’ confidence in their abilities.Supplementary InformationThe online version contains supplementary material available at 10.1186/s40359-025-03428-y.

This qualitative study examines how school administrators enact “heartfelt leadership”—a socially and emotionally attuned form of leadership—within Türkiye’s bureaucratic school cultures. Using semi-structured interviews with six administrators and six teachers across primary, secondary, and high school, we employed a basic qualitative design with maximum-variation sampling. Thematic content analysis yielded four themes: (1) principals acknowledge the humanity of their teachers; (2) principals prioritize relationships and go beyond formal duties; (3) bureaucracy constrains but does not fully silence heartfelt leadership; and (4) heartfelt leadership fosters motivation, resilience, and retention. Heartfelt leadership was marked by empathy, recognition of significant moments, and proactive care that extends beyond job descriptions, cultivating trust, motivation, and commitment. Yet rigid procedures and centralized decision-making limited leaders’ autonomy and responsiveness. No consistent gender differences emerged among principals, because all participating teachers were female; therefore, cross-gender comparisons among teachers were not possible. Theoretically, the study bridges emotional-intelligence and bureaucratic-organization scholarship, showing how relational leadership can be sustained in centralized systems through micro-level strategies. Empirically, it broadens global leadership discourse by examining emotional leadership in a non-Western, bureaucratic context. Practically, findings suggest embedding social and emotional competencies in leadership preparation and enabling greater discretionary authority for responsive, human-centered school leadership.

BackgroundUnderstanding the association between digital payment services and health worker outcomes is critical to improving public health outcomes and optimising health workforce efficiency. This study examined the link between digital payment systems and health campaign workers’ perceived satisfaction, motivation and performance in Nigeria.MethodsA national survey was conducted among 821 polio immunisation workers who participated in campaigns. A structured electronic questionnaire which had sections on sociodemographic characteristics and digital payments was used to elicit information from participants. Campaign workers’ self-reported satisfaction, motivation and performance were assessed using standardised tools for examining these outcomes. Linear mixed model regression analysis was used to examine the factors associated with health worker’s motivation, satisfaction and performance. Predictors of these outcomes during periods of cash and digital payment methods were assessed, with statistical significance set at the 5% level.ResultsThis cross-sectional study included 821 health campaign workers in Nigeria, with a mean age of 37.13 years (SD=11.06). Regarding digitised payments, mean scores across all constructs were generally high: general motivation (16.34±2.58; maximum=20), job satisfaction (20.33±3.16; max=25), intrinsic job satisfaction (12.87±1.62; max=15), organisational commitment (16.99±1.96; max=20), conscientiousness (15.68±1.71; max=20), timeliness and attendance (13.35±1.55; max=15) and perceived performance (20.54±2.97; max=25). Overall, the combined motivation, satisfaction and performance score was higher among workers paid via digital methods compared with those paid in cash (104.14±9.34 vs 68.43±50.75). In multivariable linear regression, being female (β=1.83; 95% CI=0.28 to 3.38) and the ability to use the internet (β=1.87; 95% CI=0.02 to 3.72) were significant independent predictors of higher overall scores.ConclusionDigital payment methods were associated with higher health workers’ perceived job satisfaction, motivation and performance. Public health stakeholders need to promote the use of digital payments to maximise their positive influence on health workers.

The purpose of this study is to examine the impact of motivation and democratic leadership style on competency. the impact of motivation and democratic leadership style on public service excellence. how proficiency affects the caliber of public services. the impact on the caliber of public services of democratic leadership and competence-based incentive. The West Tanjung Jabung Regency's Regional Finance and Asset Agency in Indonesia's Jambi Province is where this study was carried out. Both primary and secondary data were utilized in this investigation. 86 individuals who utilized services at the West Tanjung Jabung Regency's Regional Finance and Asset Agency made up the study's population. A sample of the total population was taken because there were less than 100 people. Saturated sampling, often known as the census method, was the sample strategy employed. Descriptive and verification analysis of the data were done using Path Analysis and the Partial Least Squares (PLS) method. SmartPLS 3.0 software used to help process the data. The study's findings indicated that the democratic leadership style was successfully used. The level of motivation among employees to complete their task was deemed strong. Employee proficiency was rated as high. Likewise, the community's public services were rated as having a high level of quality. According to the study's findings, democratic leadership motivation and style meaningfully and favorably affect the caliber and proficiency of public services. By using a democratic leadership style, public services may be created with greater quality and staff competency. In a similar vein, strong job motivation maximizes the quality of public services and enhances individual competency. Additionally, it has been demonstrated that a key element affecting service quality is personnel competency. Additionally, competence functions as a mediating variable, enhancing the impact of motivation and democratic leadership style on the caliber of public services. This suggests that enhancing employee competency can amplify the beneficial effects of both factors in initiatives to raise the caliber of public services.

Objective: The development of didactic skills plays a relatively subordinate role in medical training. However, teaching makes a central contribution to the training of young physicians and is an important part of the profession. In the present study, we therefore examine the question of how physicians’ teaching-related self-efficacy is related to aspects of their general job-related well-being. This construct is measured via the three components job satisfaction, job motivation and emotional exhaustion. From the results, we derive starting points for measures to increase the teaching-related self-efficacy of lecturers and the quality of teaching in clinical settings in the future. Method: Between 10/2016 and 09/2018, participants in university didactics training courses for medical lecturers at the Technical University of Munich (TUM) University Hospital were surveyed in writing. On this basis, we were able to analyze data from 293 participating physicians. We examined the assumed connections between teaching-related self-efficacy and emotional exhaustion, job satisfaction, and job motivation using Pearson correlations. For the relation to teaching experience, we calculated a Spearman correlation. We examined by t-test a possible difference in teaching-related self-efficacy between physicians who had received didactic training prior to our training vs. those who had not. Results: The study showed a statistically significant correlation between teaching-related self-efficacy and job satisfaction (r=0.138; p=0.020) as well as with job motivation (r=0.278; p<0.001). There was no statistically significant correlation with emotional exhaustion (r=-0.087; p=0.147) at work. Furthermore, teaching experience correlated positively with teaching-related self-efficacy (ρ=0.186; p=0.002) and physicians rated themselves significantly more self-efficacious in teaching if they had previously completed didactics training (t(282)=2.684, p=0.008). Conclusion: The teaching-related self-efficacy of physicians teaching at university correlated closely with the aspects of job satisfaction and job motivation, but not with emotional exhaustion. These findings offer starting points for interventional studies to investigate causal relationships that foster approaches to promote physicians’ teaching-related self-efficacy.

Talent development has been regarded as a critical determinant for sustaining organizational growth and securing a competitive edge in financial institutions. Through the implementation of structured training programs, career development initiatives, and mentorship schemes, employees have been systematically equipped with enhanced skills and motivation. This study was conducted to examine the impact of structured employee development pathways on job satisfaction among staff in financial institutions. A survey composed of 35 Likert-scale items was administered to a randomly selected sample of 679 employees to capture their perceptions regarding talent development strategies and job satisfaction. Organizational programs for talent development were analyzed, with particular attention given to training initiatives, leadership development programs, and performance feedback mechanisms. These initiatives were assessed based on their influence on three core dimensions of job satisfaction: work-life balance, career progression, and perceived organizational support. The ways in which growth opportunities and employee recognition influence emotional well-being and organizational commitment were also explored. Advancement opportunities, mentorship quality, and the effectiveness of leadership programs were evaluated, along with organizational cultural factors that facilitate supportive learning environments. Descriptive and inferential statistical techniques were employed to assess three central variables: perceived career advancement, job motivation, and organizational trust. Regression analysis was used to identify significant associations and quantify the impact of talent development programs on employee satisfaction. The results indicated that higher levels of employee satisfaction were directly associated with the extent of human resource development within organizations. Employees provided with defined advancement opportunities demonstrated more positive work attitudes, stronger organizational commitment, and greater engagement. Preliminary findings suggest that frequent evaluations and constructive feedback should be prioritized to sustain morale and support career advancement. Furthermore, it was shown that continuous learning initiatives contribute to reduced turnover and increased job satisfaction. Overall, the study highlights that effective talent development strategies are essential for cultivating satisfied and high-performing employees in financial institutions. When comprehensively implemented, talent management practices enhance employee retention and organizational outcomes.

Objective: This study aims to investigate how neonatal nurses' knowledge and attitudes toward individualized developmental care influence their job motivation and job satisfaction. Material and Method: This cross-sectional study included 98 neonatal nurses working in Neonatal Intensive Care Units (NICUs) of two hospitals in eastern ofTürkiye. Data were collected using the Individualized Developmental Care Knowledge and Attitude Scale, the Nurses' Job Motivation Scale, and the Minnesota Satisfaction Questionnaire. Descriptive statistics, t-tests, ANOVA, Pearson correlation, and logistic regression analyses were conducted. Results: A significant positive correlation was observed between job motivation and job satisfaction (p &lt; 0.001). Regression analysis revealed that NICU work experience, work schedule, individualized developmental care knowledge perception, and job motivation were significant predictors of job satisfaction. Gender significantly influenced individualized developmental care knowledge and attitudes (p = 0.014), while job motivation was affected by education level, satisfaction with NICU work, and previous training on individualized developmental care (p &lt; 0.05). Conclusions: Neonatal nurses demonstrated moderate-to-high levels of knowledge and positive attitudes toward individualized developmental care, along with moderate job motivation and satisfaction. Higher job motivation was associated with greater job satisfaction. Findings highlight the need for structured training programs to enhance individualized developmental care knowledge application and policies to optimize work schedules.

ABSTRACT While substantial international research has explored the professional qualities of expert teachers, what constitutes an ‘expert’ remains contested across educational contexts. The role can be claimed, projected, negotiated, or imposed through institutional and discursive processes. In China, Zhuoyue (卓越) teachers represent an institutionally conferred group of expert educators, whose identity is often externally assigned rather than internally constructed. This study explores how these teachers understand their professional selves under such socio-political conditions. This qualitative study empirically investigated 18 Chinese Zhuoyue teachers’ professional self-understandings guided by Kelchtermans’s personal interpretive framework and grounded on two rounds of interview data. Thematic analysis of the research data revealed five dimensions of the Chinese Zhuoyue teachers’ professional self-understanding, including: (1) multifaceted self-images, (2) evolving self-esteem, (3) contextualised job motivation, (4) negotiated duty of job, and (5) navigated future vision. An array of individual, relational, and structural factors have jointly contributed to the formation of the Chinese Zhuoyue teachers’ professional self-understandings. These findings add to the literature a conceptualisation of Chinese Zhuoyue teachers’ professional self-understandings and also suggest practical implications for cultivating and leveraging teachers’ professional self-understandings for educational improvement in the Chinese context and beyond.

BACKGROUND:The research evidence has shown that cognitive behavioral group therapy had a significant impact on the quality of life and job motivation. This study aimed to assess the impact of cognitive behavioral group therapy on the quality of life and job motivation of female teachers.MATERIALS AND METHODS:A quasi-experimental design with pre-test and post-test measures and a control group was utilized. The study population comprised all primary school teachers in Iran during the academic year 2021. Through simple random sampling, 30 female primary school teachers were assigned to either an experimental or a control group, with 15 participants in each group. The experimental group received eight sessions of cognitive-behavioral group therapy, while the control group did not receive any intervention. Data were collected using the Quality of Life Questionnaire and the Teachers’ Career Motivation Questionnaire. One-way MANCOVA and ANCOVA were used to analyze the data.RESULTS:The results indicated that the experimental group significantly improved their quality of life and job motivation compared to the control group at the post-test stage. Cognitive-behavioral group therapy was found to increase teachers’ quality of life and job motivation (P = 0.002).CONCLUSIONS:Therefore, we conclude that cognitive-behavioral group therapy is an effective means of enhancing the quality of life and job motivation of teachers.

BackgroundPresenteeism is when individuals despite experiencing illness or discomfort that necessitates rest and absence from work, still attend their jobs. This type of presence poses challenges for both the individual and the organization. Among the strategies for adapting to and coping with workplace challenges is resilience. The present study aims to determine presenteeism and its relationship with resilience among pre−hospital emergency technicians for the first time in Iran.MethodsThis cross-sectional, descriptive, correlational, multicenter study was conducted between June and August 2024. The study population comprised all pre-hospital emergency technicians employed at 295 urban, road, and aerial pre-hospital emergency bases across 9 regions and 16 counties in Tehran Province, the capital of Iran. A total of 2,450 technicians were working at these bases. A proportional stratified random sampling method was used based on the number of bases and technicians in each region. Data were collected using the electronic version of the Stanford Presenteeism Scale, Emergency Medical Services Resilience Scale, and a demographic characteristics section. Data analysis was conducted using descriptive and inferential statistics with SPSS software version 28, at a significance level of P ≤ 0.05.ResultsOut of 500 pre-hospital emergency technicians who received the questionnaire link, 432 completed the survey. The participants’ mean presenteeism score was 18.69 ± 4.98, indicating a moderate level. Their mean resilience score was 124.42 ± 14.02, reflecting a high level of resilience. A statistically significant positive correlation was observed between presenteeism and the dimensions of resilience. The strongest correlation was found between presenteeism and the dimension of job motivation (r = 0.435, p < 0.001). The roles of presenteeism, shift scheduling based on technician preference, and mandatory overtime were confirmed as predictors of resilience.ConclusionMost of the study participants exhibited a moderate level of presenteeism and a high level of resilience. Personnel with higher levels of resilience are likely to have greater capacity and ability to perform their duties despite experiencing illness. So, efforts should focus on enhancing staff resilience and providing organizational support during periods of illness.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12913-025-13254-y.

This study employs a mixed-method approach with an explanatory sequential design (QUAN→qual) to analyze the influence of job enlargement, cognitive crafting, and motivation on team member job satisfaction at the Regional Office of the Directorate General of Treasury of Aceh Province, in the context of implementing TREFA (Treasurer, Regional Chief Economist, and Financial Advisor) and shadow organization. The quantitative phase was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) on 47 employees divided into two clusters: 21 officials and 26 staff members. The qualitative phase was carried out through in-depth interviews with 11 key informants. The findings reveal a significant hierarchical disparity. Job enlargement positively affected officials (T-statistic = 2.871) but not staff members (T-statistic = 0.701). Cognitive crafting did not show a significant effect, although employees applied gamification and goal framing strategies. Motivation demonstrated a positive and significant effect at all levels (T-statistic = 3.158), with the highest path coefficient. The combined analysis identified three main phenomena: the Hierarchy-Differentiated Job Design Effect, the Cognitive Crafting Paradox, and Universal Public Service Motivation. The three variables had a significant influence with a coefficient of determination of 53.1%, although their contributions varied. This study contributes to developing Contextual Job Design Theory for the public sector and the Bounded Cognitive Crafting Model. It provides recommendations for implementing TREFA that are more aligned with the hierarchical characteristics of employees in the public sector.

The study was conducted to assess the psychological resilience and stress symptoms in health care workers following the 2023 Kahramanmaraş earthquake. The study was completed with a sample size of 313 health care workers who experienced the earthquake and was carried out in a descriptive and correlational design. The Sociodemographic Data Form, Brief Psychological Resilience Scale (BPRS), and Traumatic Stress Symptom Scale-5 (TSSS-5) were used. The study found that 39.6% of health care workers were diagnosed with post-traumatic stress disorder, 41.2% of participants considered leaving their jobs after the earthquake, and 79.9% reported a decrease in job motivation (slight or a lot). It was determined that there was a negative correlation between the participants' BPRS scores and TSSS-5 scores (r:-0.523, P = 0.00). In accordance with the findings of our study, it can be posited that traumatic stress symptoms diminished as the level of psychological resilience increased in health care workers who experienced the earthquake.

Purpose While Competency-Based Medical Education (CBME) offers benefits such as enhanced trainee performance and better patient outcomes, its long-term sustainability has been questioned due to the significant demands it places on healthcare teams. The existing research often emphasizes these challenges, overlooking the potential resources that CBME may provide. This pilot study explores whether the implementation of CBME is associated with improved well-being among ward members, potentially by fostering a resource-enriched environment that helps offset its demands. Methods Using a quasi-experimental design, a CBME fellowship program was implemented, enabling the comparison of well-being indicators (job satisfaction, stress, motivation, and burnout) between three wards implementing CBME (intervention) and three control (control). Surveys were administered before and after a six-month implementation period (n = 39), and 13 semi-structured interviews with intervention group members were conducted. Results Despite the small sample, findings suggest that motivation and job satisfaction improved in the intervention group while burnout remained stable. These positive trends were not apparent in the control group. Qualitative research aimed at explaining these results supports the idea that CBME fosters a resource-oriented work environment. Perceived benefits included an improved learning culture, stronger inter-professional relationships, and feelings of professional growth among ward members. Conclusions Thoughtful implementation of CBME can enhance the well-being of all ward members, not only trainees, by fostering a resource-enriched work environment. These findings address concerns related to burnout and the long-term sustainability of CBME. This study contributes to CBME literature by highlighting its potential for professional development and well-being across healthcare teams. Theoretical and practical implications are discussed.

This study investigates the influence of career development and job motivation on employee loyalty in the hospitality sector, focusing on Pangeran Beach Hotel Padang, Indonesia. A quantitative research design with a causal-associative approach was employed, using purposive sampling to collect data from 85 hotel employees. Data were obtained through a structured questionnaire measured on a five-point Likert scale and analyzed using multiple linear regression via IBM SPSS Statistics version 26.0. Instrument validity was confirmed through Pearson’s correlation, while reliability was assessed using Cronbach’s alpha, with all variables exceeding the 0.70 threshold. The results revealed that job motivation had a positive and significant effect on employee loyalty, whereas career development, although positively correlated, did not show a statistically significant independent effect. However, both variables jointly had a significant impact on loyalty, highlighting the synergy between long-term career planning and immediate motivational factors in strengthening workforce retention. These findings contribute to the theoretical development of employee loyalty models in emerging hospitality markets and provide practical guidance for hotel managers to prioritize motivation-enhancing strategies alongside structured career development programs

ABSTRACT Due to rising linguistic diversity and educational disparities in Austria, a German-language-support model was installed in 2018–2019 across Austrian schools. This study examines teachers’ professional identity in this program. The study uses qualitative data from interviews with 21 female teachers across 13 Viennese primary schools to explore their professional identity across five dimensions: self-image, self-esteem, task perception, job motivation, and future perspectives. The results reveal different self-perceptions among the teachers interviewed, including a high level of satisfaction with their performance on the one hand and feelings of insecurity, inadequate training, and professional burnout among early-stage teachers on the other hand. The study highlights the urgent need for better teacher preparation, targeted professional development, and structural changes to effectively support language teachers to improve educational outcomes for multilingual learners.

This study is motivated by the declining job satisfaction and work motivation of teachers at XYZ School, which is suspected to be influenced by the principal’s leadership style. The theoretical framework includes leadership style theories (transformational, transactional, authoritarian, participative), Herzberg’s job satisfaction theory, and motivation theories from Maslow and the two-factor theory. This research uses a qualitative approach with a case study method. Data were collected through in-depth interviews with teachers and students, observations, and document analysis. Data analysis was conducted using the interactive model from Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that the principal’s leadership style—closed, authoritarian, and non-participative—negatively affects teachers’ job satisfaction and motivation. Teachers feel excluded from decision-making, experience unfair treatment, and lack professional support. Moreover, the change in leadership has led to deteriorating relationships between the principal and teachers, marked by social divisions, distrust, and weakened collaboration. The school climate has become tense, discouraging both professional growth and educational quality. Non-inclusive leadership styles negatively impact the work climate in schools and lower the overall quality of education.