The influences of leadership styles on teachers’ job satisfaction in Tanzania: A case of public secondary schools in Hai District

Mwita Sospeter

doi:10.51867/ajernet.7.1.26

Authors

Mwita Sospeter
abelmkami9@gmail.com
Lecturer, Tanzania Institute of Accountancy, Tanzania https://orcid.org/0000-0002-2107-0775

Keywords:

Influence, Leadership Styles, Public Secondary Schools, Teachers Job Satisfaction, Tanzania

Abstract

This study investigated the influence of leadership styles on teachers’ job satisfaction in Tanzania. Specifically, the study examined factors for teachers’ job satisfaction in public secondary schools and the dominant leadership style that predicts high and low teachers’ job satisfaction in public secondary schools in Tanzania. This study was grounded in humanism theory and Herzberg's two-factor theory of motivation, which together provide a robust explanation for teachers' job satisfaction in public secondary schools. Mixed research approaches with the help of sequential exploratory research design were opted for. A total of 100 participants were used, whereby simple random sampling techniques and purposive sampling were used in selecting teachers and heads of schools, respectively. The researcher employed questionnaires, interviews, and documentary review in gathering both quantitative and qualitative data. The qualitative data were analyzed by using content analysis, whereas the quantitative data were analyzed by using descriptive analysis. It was found that both internal and external factors determine teachers’ job satisfaction, whereby salary was found to be the key determinant factor for teachers’ job satisfaction in public secondary schools by about 81.25%. The study further indicates that the democratic leadership style was dominant in predicting high teacher job satisfaction at about 84%, while dictatorship predicted low teacher job satisfaction at about 78%. The study recommended that there should be mechanisms situated to ensure that educational stakeholders and the government cooperate in ensuring teachers’ needs and wants are met. Additionally, the government, under the relevant ministry, must equip school heads with the necessary leadership and management skills. Further longitudinal study to assess change in teachers’ job satisfaction over time, particularly following the implementation of policy recommendations, needs to be carried out in secondary schools.

Dimensions

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