Impact of Headteachers' Leadership Style on Job Satisfaction of Primary School Teachers in Makurdi Metropolis

ABSTRACT

The aim of the study was to explore the effects of head teacher’s leadership styles on teachers’ job satisfaction of primary school teachers in Makurdi metropolis, Benue State. Despite measures taken to build capacity of head teachers in leadership and management, teachers have cried foul at the delivery of leadership styles by their head teachers. The question stands as to what effects the head teachers’ leadership styles have on their teachers’ job satisfaction in primary schools. A descriptive study design was used to collect and analyse data. The Human Relation Theory and Hertzberg’s Two Factor Theory were used in collecting data from the field by exploring how head teachers implemented their leadership styles in order to enhance and improve job satisfaction of teachers in the selected primary schools. A questionnaire was the primary data collection methods used. While secondary data collection involved perusing relevant literature from the journal articles, internet and books. Purposive sampling for teachers, senior teachers, deputy head teachers and Standards Officers were used to select the participants for the study. A total of forty 40 respondents answered the questionnaire. Six (6) head teachers' and thirty-four (34) teachers of selected schools in Makurdi metropolis. The study revealed that there was a relationship between head teachers’ leadership styles and job satisfaction of teachers’ in primary schools. The head teachers were found to use any of the three leadership styles to manage the schools. The leadership styles used included democratic, autocratic and laissez-faire. Democratic leadership styles dominated most of the schools although some schools were dominated by the autocratic leadership style. The study further revealed that schools which were dominated by the democratic leadership style, teachers’ job satisfaction was better than those dominated by autocratic. The study found that for the head teacher to be said effective he or she must have a combination of democratic and autocratic leadership styles. Teachers were able to effectively perform if they are given a good leadership style. The study recommended that head teachers’ leadership styles needed to be improved through holding workshops to capacity build them to increase their administrative skills thereby enhancing job satisfaction and performance in primary schools. It further recommended the combination of at least two leadership styles in order to have effective head teachers.

CHAPTER ONE

1.0    GENERAL INTRODUCTION

CHAPTER TWO

2.0   LITERATURE REVIEW

CHAPTER THREE

3.0     RESEARCH METHODOLOGY

CHAPTER FOUR

4.0    DATA PRESENTATION, ANALYSIS AND   DISCUSSION OF RESULTS

CHAPTER FIVE

5.0    SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS