Head Teachers Leadership Styles and Teachers Job Satisfaction
ABSTRACT
The study was undertaken to examine the relationship between tread teacher leadership style and teacher job satisfaction in primary schools in Ukanafun Local Government Area. Research hypotheses were formulated. Questionnaire were designed and administered to two hundred teacher in the study area. The data collected were analyzed using Pearson product moment correlation coefficient. The finding reveled that autocratic and laissez-faire leadership styles have negative relationship with teacher job satisfaction in the study area. And that democratic leadership style has a positive relationship with teacher job satisfaction in Ukanafun Local Government Area.
Head Teachers Leadership Styles and Teachers Job Satisfaction
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In recent times in Nigeria, advances in the field of educational psychology and electronic programme. Have stimulated the development of effective leadership style. Also the progress of any society depends on the development of management system in that society. The role of heads and employees are important in this regard.
Management is in fact the coordination of human and material resources to achieve organization objectives in a way that is acceptable to society (Jasbi, 20011). Leadership, as one of the important tasks of management, comprises the science and art of influencing people in order to achieve objectives (Klalkliali 2011).
Leadership style determines the atmosphere, culture, and strategies based on four factors: valves, trusting, employees, leadership orientation and a sense of security shaped in important situations (Ming–ten, 20011), when communicating with the followers the leader’s communication is a mixture of attributes, skill and behaviors collectively called leadership style. Effectiveness and success of any organization is highly dependent upon the head on manager of such an enterprise. In education, in school for behavior modification and enforcing teaching effectiveness among school teachers (Adegbesan 2001).
The leadership style of head teacher determines the goals of a school and means of accomplishing has been seen as what motivates others towards the achievement of specific goals of the organization. However, followership is the essence of leadership. In other words, it is the willingness of people to follow that makes a person a leader. Moreover, people follow those perceived to be providing means of achieving their own desires, wants and needs. A leader should be able to address difficult issues or problems at different points in time.
According to Adegbesan (2001), leadership is concerned with human experience and energy in an organized group and the concept is also of prime importance to administrators because people partake in all organizations administration. The leadership style of the head teacher is demonstrated in his or her activities which makes him or her to be recognized as a leader of a group.
Many people strongly believe that even when there is good educational plans, good school programme, adequate staff and facilities, what is more important is a good administrative leadership to coordinate all these for the progress and success of the school. But where the leadership style of the leadership style of the head teacher is ineffective, even the most motivated staff will be unsatisfied. Therefore, importance of good leadership style in a school cannot be overemphasized.
1.2 Statement of the Problem
In recent times, there has been a persistent public out-cry against low teachers’ job satisfaction by teachers (Pioneer, 2008). Some critics have argued that many school heads lack fundamental leadership style qualities. Others postulate that some head teachers do not have academic initiative to satisfy a genuine thirst for teachers’ satisfaction and would not see reason to make the teacher’s job satisfactory through his leadership style.
Teachers in the primary schools expect their head teacher to behave in a particular way because of the head teacher statutory leadership roles. But inspite of the good roles as expected of them, they tend to exhibit a poor leadership style in primary school in Ukanafun Local Government Area. It is on these premises that the researcher seek to investigate the relationship between Head teacher leadership style and teacher job satisfaction in primary schools in Ukanafun Local Government Area.
Head Teachers Leadership Styles and Teachers Job Satisfaction
1.3 Purpose of the study
The purpose of the study is to investigate the relationship between head teacher’s leadership styles and teachers’ job satisfaction in Ukanafun Local Government Area. Specifically, the research sought to:
- Examine the relationship between autocratic leadership style and teachers job satisfaction
- Assess the relationship between laissez-faire leadership style and teachers job satisfaction
- Determine the relationship between democratic leadership style and teachers job satisfaction.
1.4 Research Questions
- To what extent does autocratic leadership style relate with teachers job satisfaction in primary schools in Ukanafun Local Government Area.
- To what extent does laissez-faire leadership style relate to teachers job satisfaction in Ukanafun Local Government Area.
- To what extent does democratic leadership style relate to teachers job satisfaction in primary school in Ukanafun Local Government Area.
1.5 Research Hypotheses
The following hypotheses were formulated to guide the study.
- There is no significant relationship between autocratic leadership style and teachers job satisfaction in primary schools in Ukanafun Local Government Area.
- There is no significant relationship between laissez-faire leadership style and teachers job satisfaction in primary schools in Ukanafun Local Government Area.
- There is no significant relationship between democratic leadership style and teachers job satisfaction in primary schools in Ukanafun Local Government Area.
1.6 Significance of the Study
The study will be significant in various ways as follows:
- It will help headteachers to personally evaluate themselves on the style of leadership they use in order to satisfy their teacher to work.
- It will reveal to headteacher’s that some of their style of leadership in school can promote or hinder teacher’s job satisfaction.
- Parents will understand that some of the setbacks the children may have in school might be as a result of the leadership style therein.
- It will enlighten the general public that the leadership style of headteachers can relate to teachers job satisfaction.
1.7 Delimitation of the Study
The study is delimited to selected public primary schools in Ukanafun Local Government Area. It was also delimited to headteacher’s leadership style (autocratic, lassiez-faire and democratic) and teacher’s job satisfaction among primary school teachers in Ukanafun Local Government area.
1.8 Limitation of the Study
The limitations of the study were financial constraint, time of completion and poor attitude of the respondents. The researcher hardly have enough money to enable him expand the study. The time given for the completion of the study was inadequate as the researcher was carrying out the study simultaneously with course work in the college. Teacher’s attitude during responding to the questionnaire limited the study.
Head Teachers Leadership Styles and Teachers Job Satisfaction
1.9 Definition of Terms
Leadership Style: This is a pattern of influencing people in order to achieve objectives.
Autocratic Leadership: This is a leadership style where other people’s views are not sought but one person take all decisions.
Laissez-faire Leadership: This is a leadership style in which the leader does not show concern in whatever is going on among the teachers.
Democratic Leadership: This is a leadership style in where people are allowed to contribute their opinion needed on issues.
