Influence of principals leadership styles on teachers job satisfaction in public secondary schools in Kiambu sub-county, Kiambu county, Kenya

Abstract

The purpose of this study was to investigate the influence of principals‟ leadership styles on teachers‟ job satisfaction in public secondary schools in Kiambu Sub-County. The objectives of the study included, to establish how democratic leadership style influence teachers job satisfaction in public secondary schools in Kiambu Sub-County. To examine the influence of autocratic leadership style on teachers‟ job satisfaction in public secondary schools in Kiambu Sub-County. To determine how laissez-faire leadership style influence teachers job satisfaction in public secondary schools in Kiambu Sub-County. To establish how transformational leadership style influence teachers job satisfaction in public secondary schools in Kiambu Sub-County. This study adopted a descriptive survey design where the target population for this study was all the 427 teachers and principals in all the 28 public secondary schools in Kiambu Sub County. The study purposely sampled 11 principals using simple random sampling and 128 teachers using stratified random sampling from mixed day schools, girls‟ boarding schools and boys‟ boarding schools. To collect data, a set of structured questionnaires were used as an interview guide. Before the actual data collection, piloting of questionnaires was done in two secondary schools in Kiambu sub county. To establish the reliability of the instrument, the researcher used the test-retest where the second test administration was done one week after the first one. The study therefore concluded that the principals exercised a high level of democratic leadership. The principals rarely practice laissez faire leadership style as they are concerned about group performance. The principals practice transformational leadership by giving encouragement to members of staff to initiate new and creative ideas to benefit school and the rest of staff members. On job satisfaction the working conditions are relatively good. However the teachers were not happy with salary and benefits. The teachers were also not happy with issues to deal with training, in-service courses and recommendation for study leave by principals. On administration and supervision issues of concern to teachers included job appraisal practices employed by principals. The study recommends improvement of working conditions and provision of transport to teachers by the school vehicles. The principals should encourage and offer equal opportunities for training, seminars/ in-service courses and give recommendations for teachers to attend. The principals should actively improve on communication, by giving feedback on inquires and on a timely basis and improve on job appraisal practices to be competitive and fair. The researcher suggests the following areas for further study, given the scope and limitations of this study, the study should be carried again in some other sub counties for comparative purposes. The study also recommends that aspects of promotion prospects such as advancement opportunities, opportunity for in service training and opportunity for growth should be enhanced. The study recommends that there is need for school administration to come up with modalities of improving job satisfaction so that teachers job satisfaction can be enhanced. Principals should enhance their supervisory support to enhance teachers job satisfaction