Leadership Styles of Principals and Job Satisfaction: An Empirical Study in Colleges of Education in Ghana

Ernest Amoah Nyarne; Daniel Ampem Darko-Asumadu; Albert Annang

doi:10.51867/ajernet.5.3.85

Authors

Ernest Amoah Nyarne
ernestamoah57@yahoo.com
Department of Educational Studies, Akenten Appiah - Menka University of Skills Training and Entrepreneurial Development, Ghana
Daniel Ampem Darko-Asumadu Department of Sociology and Anthropology, University of Cape Coast, Ghana https://orcid.org/0009-0007-3736-320X
Albert Annang Department of Sociology and Anthropology, University of Cape Coast, Ghana https://orcid.org/0009-0007-3067-2931

Keywords:

Leadership Style, Job Satisfaction, Members of Staff, School Principals

Abstract

This study examined leadership styles of principals and their effects on staff job satisfaction in Colleges of Education in Ghana. Guided by the pragmatism philosophy, and underpinned by McGregor’s (1960) theory X-Y, the study utilised the descriptive survey research design to gather data from the respondents. The study employed the multi-stage sampling technique to select 210 staff to fill out questionnaires while five principals were chosen through purposive sampling for interview. In all, 215 respondents were selected from a population of 443 for the study. The quantitative data was analysed using descriptive and inferential statistical tools such as the mean, standard deviation, and multiple linear regression with the help of Statistical Product for Service Solution (SPSS), whilst the qualitative data was analysed thematically. It was revealed that the majority of principals in the Colleges of Education showed transformational leadership style but some were also seen as transactional leaders. Again, regardless of existing promotion opportunities, the staff were unsatisfied with their pay and benefits. The study found a significant moderate positive relationship between principals’ transformational leadership style and staff job satisfaction. Furthermore, across the dimensions of transformational leadership style, the idealised influence (Beta = .517, p<.05) and individualised consideration (Beta = .285, p = .013<.05) significantly predicted job satisfaction. It can be concluded that transformational leadership style of principals has significant moderate positive influence on job satisfaction of members of staff in Colleges of Education in Ghana. It was recommended that Ministry of Education in collaboration with the Colleges of Education should organise periodic seminars to train principals and other college officials on transformational leadership and how to apply it. Such seminars will help principals lead effectively and keep college staff satisfied with their jobs.

Dimensions

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