Teachers Perception on School Leadership Practices and Their Influence on Job Satisfaction and Retention
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SAUT
Abstract
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The purpose of this study was on teachers perceptions on how school leadership
practices influence job satisfaction and retention in Busega district. The study was
conducted in Busega district, Simiyu region in Tanzania. The study applied
qualitative and quantitative research methods that involved interview and
questionnaire in data collections. Post-test design, was used to collect information
from teachers, heads of schools together with chairpersons of school boards. The
population sample consisted of 161 respondents,
The findings of the study revealed that teachers are satisfied with their job and they
identified different factors that influenced their satisfaction with job and also they
identify other factors that lead to less job satisfaction. Furthermore, the findings
revealed that teachers’ perceptions are positive towards the leadership practices of
their heads of secondary schools following the practices shown by their heads within
work places. Also the findings revealed that leadership practices have got influences
on job satisfaction and retentions as administrators’ practices.
The main conclusion for this study is that most of teachers shown their intention of
remaining in teaching profession together with schools that they are teaching
because their heads of schools have tried their level best to use practices that are
positive to them.
It is recommended that: In order to increase the rate of retention among teachers the
government should offer training like seminars and workshops to both teachers and
administrators to equip them with management and administration skills
Keywords
School Leadership; Job Satisfaction and Retention