Principals’ beliefs about their profession are of great interest for schools in terms of organizational development and success. Furthermore, as meaning is a dimension of eudaimonic well-being, studying the principal meaning of work allows us to deepen the knowledge about their professional well-being, too. According to studies on non-educational contexts, the meaning of work is influenced by several organizational variables (such as possibilities for professional development and organizational commitment). Despite this, several school workers still lack to recognize the role played in this regard. Trying to fulfill these gaps partially, the purpose of this study is to verify the incremental effect of organizational dimensions and positive feedback from colleagues above and beyond positive beliefs about work.,An Italian version of the COPSOQ II adapted to school principals was administered to 1,616 school principals. Hierarchical multiple regression was conducted, considering three blocks of variables, namely, positive personal beliefs about work (job satisfaction and self-efficacy); organizational dimensions (role clarity, possibilities for development and sense of belonging to the workplace); positive feedback from colleagues.,Overall, the variables explained 45% of the variance of the meaning of work. While organizational variables accounted for an incremental 24% of the variance, above and beyond the personal experience of work (F (5, 1,610) = 267.378, p = 0.000), positive feedback from colleagues did not show a significant effect originality. To the best of the authors’ knowledge, this is the first study regarding the meaning of work at school with specific reference to school principals.,To the best of the authors’ knowledge, this is the first study regarding the meaning of work at school and with specific reference to school principals.

中文翻译：

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一组学校校长的工作意义：组织变量的作用

在组织发展和成功方面，校长对校长的信念引起了学校的极大兴趣。此外，由于意义是人文情感的一个维度，因此研究工作的主要意义也使我们能够加深对其职业幸福感的了解。根据对非教育环境的研究，工作的意义受到几个组织变量的影响（例如职业发展和组织承诺的可能性）。尽管如此，一些学校工作人员仍然缺乏认识到这方面的作用。为了部分地弥补这些差距，本研究的目的是验证组织规模的增加效果以及超越工作积极信念的同事的积极反馈。适用于学校校长的COPSOQ II的意大利语版本适用于1,616名学校校长。进行了分层多元回归，考虑了三个变量块，即对工作的积极个人信念（工作满意度和自我效能感）；组织规模（角色明确，发展的可能性和对工作场所的归属感）；总的来说，这些变量解释了工作意义差异的45％。尽管组织变量占工作差异超过24％（F（5，1,610）= 267.378，p = 0.000），但同事的积极反馈并未显示出显着的效果原创性。据作者所知，