Measuring the Level of Job Satisfaction of School Principals Serving In Public Secondary Schools and Danish Schools

This research examines the job satisfaction of school principals working in public schools secondary schools and Danish school schools, focusing on the role of school principals as the key administrative leaders. The profession of teaching is one of the most important and influential in society. Principals are the builders of tomorrow, shaping young lives and laying the foundation for future generations. Yet, despite this pivotal role, the question of whether principals themselves are satisfied, engaged and fulfilled in their work is an issue that has been overlooked for far too long. The results show that despite Danish school principals being significantly more intrinsically and extrinsically satisfied with their jobs than principals in public secondary schools, both groups agree that the most important institutional factor determining teacher job satisfaction is the school principal's leadership style. School principals who exhibit transformational leadership, communicate openly, acknowledge principals' efforts, encourage their involvement in school decision making, and establish a psychologically safe school environment contribute to principals' job satisfaction. Other factors that contribute to teacher dissatisfaction in public schools secondary schools include low salary, large class sizes, lack of professional development, bureaucratic administrative demands, and lack of administrative support. In contrast,        Danish school principals report higher levels of satisfaction owing to supportive school culture, pedagogic autonomy, fair salary, well-developed welfare system and democratic governance of schools. The study concludes with a set of evidence-based recommendations directed at educational policymakers, school administrators, and future researchers. Central to these recommendations is the urgent need to reimagine the role of the school principal not merely as a bureaucratic overseer but as a human-centered instructional leader who prioritizes teacher wellbeing as a prerequisite for student success. The thesis contributes to the growing international literature on teacher satisfaction, educational leadership, and school effectiveness, offering a comparative lens that illuminates both universal and culturally specific dimensions of the teacher experience.