Empathy plays a pivotal role in fostering harmonious development among children. The present study aimed to explore the relationships among empathy, friendliness, and group inclusion in third and fourth-grade students, as well as to identify factors influencing students' inclusion or exclusion within peer groups. The study involved 78 students from third and fourth grades in two counties in Romania. Data were collected through self-reported questionnaire measuring empathy and friendliness, and a sociometric test to assess group inclusion. The questionnaires were completed under the supervision of a teacher. Quantitative data analysis was processed to validate the relationship between variables. The factors influencing students' inclusion or exclusion within peer groups were identified through qualitative analysis of the recorded responses from the sociometric test. Results revealed positive correlations between cognitive empathy and friendly demeanour, as well as between the level of comfort intention (one dimension of empathy) and inclusion in group activities. Personality traits (such as friendliness, humour, kindness, cheerfulness, creativity) emerged from the qualitative analysis as primary criteria used by children for group inclusion or exclusion. These findings not only inform classroom practice but also contribute to theoretical understanding, with quantitative results confirming findings from previous research. Teachers are encouraged to use these scientifically validated results to address group management issues. Based on these findings, researchers can focus on future investigation of these variables.

This study aims to assess the impact of managerial style on job satisfaction among teaching staff. The objectives include identifying factors that hinder the effective performance of teachers, examining key positive and negative interactions between managers and teachers, and exploring correlation between the managerial style and teachers’ job satisfaction. A total of 216 teachers from preschool, primary, middle, (30%), secondary school (20%) and high schools participated in the study. A questionnaire comprising 21 items was employed as the research method, facilitating the exploration of relationships between managers and their teaching staff. The findings suggest that managers possess a greater persuasive influence over female teachers compared to their male counterparts. Additionally, there is no strong correlation between teachers’ salaries and their job satisfaction in education. Managers also demonstrate sensitivity to teachers’ feelings based on their age. Furthermore, a positive relationship exists between a manager’s empathetic approach and teachers’ feelings of satisfaction. When managers grant teachers autonomy in their work, it fosters an increased initiative in executing school projects.