Background: Nurse Teachers' dissatisfaction is often attributed to heavy workloads,
inadequate leadership styles used by their leaders, lack of motivation, inadequate training,
and lack of recognition and respect. The aim of this study is to investigate the relationship
between leadership styles of the nursing technical institutes' leaders and nurse teachers' job
satisfaction and motivation to work. Setting: It was conducted in 18 different Nursing
Technical Institute at Elsharkia governorate affiliated to the Ministry of Health and
Population (MOHP), the National Health Insurance Organization (HIO), and Zagazig
University Hospitals using a cross-sectional analytic design. The study sample included 36
technical institutes' leaders and 116 nurse teachers. Tools: Data were collected using selfadministered
questionnaires for both groups. The results revealed that leadership scores were
generally low, and 69.4% of the leaders predominantly used the transactional style, compared
to 30.6% using the transformational style, with no significant relation to their personal
characteristics. Of the nurse teachers 62.1% had total high job satisfaction, and it was
significantly related to age, experience, and qualification; 77.6% of them had high
motivation, with no significant associations with any of their personal characteristics.
Transformational leadership had a significant association with nurse teachers' satisfaction and
motivation. A statistically significant moderate positive correlation was revealed between the
scores of motivation and satisfaction (r=0.466), and a negative correlation between the scores
motivation and transactional style (r=-0.185). It is concluded that leaders of the technical
nursing institutes have low leadership scores, and are predominantly using the transactional
leadership style. The use of transformational leadership style is associated with higher
satisfaction and motivation. Therefore, it is conclusion that the leaders of nursing institutes
improve their leadership skills through periodic on-the-job training courses, and continuing
education, and this should be a pre-requisite for appointment to leader position. Future
research is recommended to test the effectiveness of interventions to enhance nurse teachers'
job satisfaction and motivation such as leadership training programs for leaders and staff
development programs for nurse teachers.