Relationship between the leadership style adopted by heads of schools and teachers’ job satisfaction: Empirical evidence from Onitsha Education Zone in Anambra State Nigeria

Abstract

The study looked at the relationship between the leadership style adopted by heads of schools and teachers’ job satisfaction. The study was conducted using a survey research approach. The study was led by five research questions and hypotheses. The total number of instructors in the 56 public secondary schools in Onitsha Education Zone was 1304 (31 principals and 1,273 teachers). A standardized questionnaire titled "impact of principal's leadership style on teachers' work satisfaction" was used to collect data. Two professionals validated the questionnaire. The reliability coefficient of the equipment used to analyze the data was determined using the test-retest approach. For data analysis, the study used Mean (X) and Standard Deviation as tools. The research questions were analyzed using the mean (X). The questionnaire employed a five-point Likert scale. The findings demonstrate that using a democratic leadership style by a principal improves teacher job satisfaction in the Onitsha Zone. It was also revealed that, among other things, there is no significant evidence that the deployment of an authoritarian leadership style by a principal improves teacher job satisfaction in the Onitsha Education Zone. Finally, the principal's leadership style remains an important aspect in ensuring that instructors are content with their teaching assignments. As a result, the principal must be willing to blend several leadership styles in order to meet the diverse needs of teachers and so increase their performance.