The relationship between managerial feedback and professional satisfaction of primary education teachers

Abstract

In the contemporary educational environment, teachers’ professional satisfaction is closely linked to the quality of interactions with school managers, especially in terms of managerial feedback. That feedback represents not only a mechanism for correcting and guiding performance but also a way of recognizing and valuing the efforts made by teachers. Research in the field indicates a direct link between constructive feedback and the level of professional satisfaction, highlighting the fact that teachers who receive positive and concrete feedback from managers tend to have a higher level of motivation and professional fulfillment. The article aims to analyze the relationship between managerial feedback and professional satisfaction, based on the hypothesis that primary school teachers who receive constructive, relevant, and recurrent managerial feedback have a higher level of professional satisfaction, compared to those who perceive managerial feedback as insufficient, inadequate, or negative. Conceptual approaches to managerial feedback and its correlation with the professional satisfaction of primary school teachers are explored. It also outlines the types of managerial feedback – formative, positive, summative, and constructive – and their impact on teachers’ perceptions, aiming to identify managerial strategies that can improve the organizational climate and educational outcomes. This approach supports the need to better understand how effective managerial policies and practices can be implemented to support teachers’ professional development in terms of professional satisfaction.