Influence of headteachers' leadership styles on job satisfaction among public primary school teachers Migori District, Kenya
Lumumba, Monica A
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The study investigated the influence of headteachers' leadership styles on job satisfaction among teachers in public primary schools in Migori District. Satisfactory leadership behaviour has been an issue of concern in the district in the course to enhancing teacher effectiveness and extra effort towards performance. In trying to mitigate this problem, various efforts geared towards improving the administrative leadership of headteachers have been instituted without success. The study adopted an ex post facto design. The research instrument used was validated by the senior lecturers at the University of Nairobi. Reliability of the instrument was done through a test-retest. The target population was 128 public primary schools in Migori District. The study gathered the data using questionnaires which guided in the collection of data together with the objectives. Descriptive statistics was used in data analysis from the tables gathered by Statistical Package for Social Sciences (SPSS). The study revealed that satisfaction of teachers had a relationship with leadership styles where, schools that practised transformational type of leadership rated their headteachers highly as compared to those who applied more of transactional leadership. On headteachers' personal characteristics, it revealed that the personal characteristics had no greater significance on leadership styles. It was concluded that most headteachers practiced transformational leadership style not as a continuum but as merged with other styles befitting the moment. Headteachers' age, gender and teaching experience did not have a direct bearing on transfonnative and transactional leadership style but high professional qualifications had effect on transactional leadership style. The study also revealed that most headteachers were males that the majority of teachers were younger while headteachers mostly in the 41-50 years .. On in-service trainings, the study revealed that the frequency and distribution of courses were not even. Based on the findings, the study concluded that headteachers' leadership styles could be used interchangeably to suit issues as stated in situational theory. That headteachers' personal characteristics were not very significant on leadership styles but training and courses were mandatory for satisfactory and effective leadership. Salary, allowances and workload influenced the satisfaction of teachers. Finally, the study recommended that female headteachers be motivated into leadership as well as equity in schools staffing, more trainings and regular and dispersed well.