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

Summary/Abstract: In the contemporary educational environment, teachers’ professional satisfaction is closelylinked to the quality of interactions with school managers, especially in terms of managerialfeedback. That feedback represents not only a mechanism for correcting and guiding perfor-mance but also a way of recognizing and valuing the efforts made by teachers. Research in thefield indicates a direct link between constructive feedback and the level of professional satisfac-tion, highlighting the fact that teachers who receive positive and concrete feedback from man-agers tend to have a higher level of motivation and professional fulfillment. The article aims toanalyze the relationship between managerial feedback and professional satisfaction, based onthe hypothesis that primary school teachers who receive constructive, relevant, and recurrentmanagerial feedback have a higher level of professional satisfaction, compared to those whoperceive managerial feedback as insufficient, inadequate, or negative. Conceptual approachesto managerial feedback and its correlation with the professional satisfaction of primary schoolteachers are explored. It also outlines the types of managerial feedback – formative, positive,summative, and constructive – and their impact on teachers’ perceptions, aiming to identifymanagerial strategies that can improve the organizational climate and educational outcomes.This approach supports the need to better understand how effective managerial policies andpractices can be implemented to support teachers’ professional development in terms of pro-fessional satisfaction.

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