An Assessment of Relationship between Principals’ Leadership Styles and Teachers Job Satisfaction in Government Secondary Schools of Sheka Zone

Abstract

The purpose of the study was to assess the relationship between principals’ leadership styles and ii teachers’ job satisfaction in government secondary schools in Sheka zone. The study used both qualitative and quantitative approach that examined leadership styles in relation to a set of job satisfaction variables, including supervision, working conditions, responsibility, work itself and advancement. The researcher used the higher limit of 43% of the teachers. The sample was therefore comprised of the 8 principals and 140of the sampled/selected schools which is 50% (8) of the 16 schools and 43% (140) of teachers out of 100% (320) teachers. Purposive sampling was used to identify the sample schools. The study revealed that there was a significant association between the style of leadership and teachers’ job satisfaction x2 (1) =76.76, p < 0.001. This represents the fact that based on the odds ratio, the odds of a teacher being satisfied was 26.12 times higher if they were led by a democratic or transformational leader than if they were led by a transactional leader. This result supports hypothesis 3, which predicted a positive association between school principal leadership styles and teacher job satisfaction. Pearson correlation coefficients were calculated for all of the individual Leadership Style (LSQ) and Teacher Job Satisfaction (TJSQ) 35-item variables. Results indicated that all job satisfaction variables had positive correlations with transformational styles of leadership, and negative correlations with transactional styles of leadership. Contingent reward, however, was the only characteristic from the transactional leadership styles that scored all positive correlations with the job satisfaction variables. Based on the findings of the study the following were the recommendations. The study recommends that the principals should actively improve leadership style and give feedback on inquires on a timely basis and improve on job appraisal practices to be competitive and fair in order to enhance teachers’ job satisfaction. The school leadership should listen and take suggestions from the teachers and promote the school goal, mission and vision together.