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This study aimed to investigate the effects of school leadership styles on job satisfaction in
private and public secondary schools in Ngara district, Kagera region, Tanzania. More
specifically the study determined the leadership style(s) using the autocratic, democratic, laissez faire and transformational leadership styles and the effect on teachers‟ satisfaction in terms of
decision making, recognition, motivation and empowerment in private and public secondary
schools.
The findings of this study are expected to benefit school heads and teachers among other
stakeholders who will get first-hand information on the study. Additionally, the general public
will increase their knowledge and help them understand the role of effective school leadership on
teacher’s job satisfaction. It will also benefit other researchers who would want to carry out
research on similar topics. The objectives of this study were on leadership styles, job satisfaction,
empowerment and motivation. An experimental research design was used and mixed approach
adopted. The target population of interest was twenty two public secondary schools and four
private schools registered in Ngara district. Probability and non-probability sampling technique or
methods were used for this study.
The respondents were selected according to the number of teachers teaching in a school concern
and the heads of schools were selected purposively. Quantitative data was analyzed through the
use of SPSS 17.0 version program which include frequencies, percentages, and correlation while
the qualitative data was analyzed through the use of content analysis. The analyzed data was
presented using tables, bar charts and pie charts. The study recommends that the Ministry of
Education and private institutions should seek ways to improve job satisfaction of teachers in the
middle of their teaching profession by improving working conditions and giving them more
opportunities for training. Leaders should be able to work with others to implant the vision into
the structures and processes of the school. They should be able to communicate the vision to the
staff of what their schools should become. |
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