The aim of this study is associating leadership style and motivation to achieve performance in teaching. Does a certain leadership style positively correlate with motivation, so that it can determine the teacher’s performance at his/her job? Representative parameters were used to quantify the degree of motivation the teacher puts into his/her work: perseverance, success certainty, commitment, flexibility, compensatory effort, self-control and self-discipline. This research aims at determining how these variables associate in order to achieve performance. The present study correlated the transformational, transactional and laissez-faire styles, components of the full leadership, on a plot of 140 teachers from the rural and urban areas in Suceava County, aiming at finding out which style predominates. The results indicated that the transformational style is predominant with the mean (M = 2.92 , SD = .39), followed by the transactional one (M = 2,67, SD = .566) and the laissez-faire style (M = 1.43, SD = .544). The analysis confirmed positive correlations between the scales of the most efficient styles, the transformation and transactional one measuring the motivation of the performance, perseverance, commitment, success certainty, self-control and self-discipline, compensatory effort and flexibility.
Key words: laissez-faire leadership, leadership styles, learning styles, motivation, performance, transactional leadership, transformational leadership