Head Teachers’ Leadership Styles and Job Satisfaction of Teachers in Government Secondary Schools, Masaka District - Uganda

Abstract Thc purpose of the study was to establish the relationship between head teachers’ leadership styles and job satisfaction of teachers in government secondary schools in Masaka District. The study was guided by three objectives i.e. to establish the relationship between head teachers’ democratic leadership style and job satisfaction of teachers; to establish the relationship between head teachers’ autocratic leadership style and job satisfaction of teachers; and finally between head teachers’ laissez faire leadership style and job satisfaction of teachers in government secondary schools in Masaka District. The study used a descriptive design; a study sample of 195 teachers and 8 head teachers as respondents was used which included both teachers and head teachers. Data was collected using questionnaire and interview guide respectively. Data was analyzed using frequencies, means and correlation statistics by help ofStatistical Package for SPSS 23.0. Study results revealed that head teachers’ democratic and laissez faire leadership styles had significant positive relationships with job satisfaction of teachers; this meant that they increased job satisfaction ofteachers. And, head teachers’ autocratic leadership style had a significant negative relationship on the job satisfaction ofteachers; this implied that autocratic leadership style decreased job satisfaction of teachers in government secondary schools of Masaka District. The researcher recommended that the head teachers should have sense of innovation and also encourage teachers to seek more opportunities and possibilities, not just achieve work within expectations. Head teachers should understand the values of their teachers and try to build their teaching strategies, plans, processes and practices that will likely to improve the wellbeing of staff. Also, Head teacher’s authoritative leadership style will decrease employee performance. So they should try to avoid this type of leadership style. However, supervisors should clari5c expectations and provide goals and standards to be achieved for the teachers to follow.

Table of contents

Approval

Dedication~iv

Acknowledgement .

Table ofcontents,

List of Tables . viii

list of Fipures ix

Abstract

Introduction 1

I3~ckground to the Study 1

.2 Problem Statement 9

I .3 Study Purpose

Oh~ectives of the Study 10

4 Research I lvpotheses 10

1.5 Study Significance

1.6 Scope of the Study

I .9 Conceptual Framework 13

Chapter ‘l’wo 15

I .ilerature Review 15

2,0 Introduction 15

2. I ‘l’heoretical Review is

2.1 Relationship between l)emocratic Leadership Style and Job Satisfaction 16

2.2 Relationship between Autocratic Leadership Style and Job Satisfaction 19

2.3 Relationship between Laissez-Faire Leadership Styles and Job Satisfaction 21

2.1 Summary ol’ Literature ~ 23

Chapter ‘l’hree 24

Methodology 24

3.0 Introduction 24

3. I Research I)esign 24

3.2 Popu lat ion oft he Study 24

3.3 Sample Size 24

3.~l Sampling Procedure 25

vi

3.5 Research Instruments .25

3.6 Research Procedure .26

3.7 Data Quality Control .26

3.7. Validity ofthe Research Instruments 26

3.7.2 Reliahilit of the Research Instrument 27

3.8 Data Management and Analysis 28

3.9 Fthical Consideration 29

3. 10 Study mitalions and Delim itations 30

Chapter Four 31

Data Analysis. Presentation and Interpretation 31

.0 Introduction 31

4.2 Descriptive statistics of the Study variables 32

/j,3 ~l’he relationship between head teachers’ democratic leadership style and job satisfaction

of teachers in government secondary schools in Masaka District 44

The relationship between head teachers’ autocratic leadership style and job satisfaction of

teachers in government secondary schools in Masaka District 45

/1.5 ~l~he relationship between I lead teachers’ laissez-Riire leadership style and job satisfaction

of teachers in government secondary schools in Masaka District 46

Chapter Five 48

[)iscussion. Conclusions, Recommendations and Areas for Further Research 48

5.0 Introduction 48

5. I Discussion ofthe l~inclings 48

5.2 Conclusions 52

53 . Reconi mendat~ 52

5.~I Areas for further Research 53

References

Appendices 61

Append ix I: Letter of Introduction 61

Appendix II: Questionnaire for ‘l’eachers 62

Appendix III: Reliability and Validity ‘l’ests 66

Appendix IV: Inlbrmecl Consent Form 67