Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context.

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers' levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher's Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers' responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers' perceptions revealed that their principal implemented practices related to factor "intellectual; stimulation" more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the "principal" facet of teachers' job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

Modeling sport services in Greece: a re-evaluation of outcome dimension.

The Service Quality Scale, developed to evaluate perceived service quality in sport services in Greece, was administrated to 389 participants, 208 men and 181 women. Their mean age was 36.4 yr. (SD = 8.7). A confirmatory factor analysis did not support the prior five-factor solution. When the outcome dimension was removed, a four-factor model appeared an adequate fit. Practical implications are discussed.

Construct validity of the self-assessment evaluation form for the Olympic Education Training Program in Greece.

The Professional Development Evaluation Form, developed to evaluate training of physical education teachers for the Olympic education program in Greece, was administered to 438 physical educators (205 men and 233 women; M age=32.2 yr., SD= 9.1). A confirmatory factor analysis indicated an adequate fit of the proposed model.

Autonomy and job satisfaction for a sample of Greek teachers.

Analysing the relation between Job Satisfaction and Autonomy in a sample of 300 Greek teachers (114 men and 186 women, 28 to 59 years old) from primary and secondary schools, showed statistically significant positive correlations between Job Satisfaction and Autonomy. Particularly, Autonomy was correlated with Job Itself (.21), Supervision (.22), and the Organizational as a Whole (.27), aspects of Job Satisfaction. Findings are in line with previous studies conducted in different cultural contexts. Percent common variance accounted for is small.

Job security and job satisfaction among Greek fitness instructors.

In analyzing the relation between job satisfaction and job security, a sample of 97 Greek fitness instructors, 18 to 42 years of age, showed statistically significant positive correlations between job security and job satisfaction (p<.002). Particularly, job security was correlated with pay .54, promotion .43, job itself .41, and the organization as a whole .43.