LEADERSHIP STYLES AND COMMUNICATION PROCESS AS CORRELATES OF TEACHERS JOB SATISFACTION IN SECONDARY SCHOOLS IN ANAMBRA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study explores the relationship between leadership styles, communication processes, and teachers’ job satisfaction in secondary schools in Anambra State. Job satisfaction among teachers is a critical factor that affects their motivation, commitment, and overall effectiveness in the classroom. The role of leadership styles and effective communication processes in fostering job satisfaction has been widely recognized in educational settings.
The research adopts a quantitative approach and utilizes a questionnaire survey to collect data from a sample of secondary school teachers in Anambra State. The Multifactor Leadership Questionnaire (MLQ) is used to assess leadership styles, while a customized survey instrument is developed to measure communication processes and job satisfaction. The data collected are analyzed using statistical techniques such as correlation analysis and multiple regression analysis.
Preliminary findings indicate that different leadership styles, including transformational, transactional, and laissez-faire, have varying effects on teachers’ job satisfaction. Transformational leadership, characterized by inspirational motivation, intellectual stimulation, and individualized consideration, positively correlates with job satisfaction. On the other hand, transactional leadership, which involves contingent rewards and management by exception, shows a relatively weaker positive association with job satisfaction. Laissez-faire leadership, characterized by a lack of direction and involvement, negatively impacts teachers’ job satisfaction.
Furthermore, effective communication processes, such as clear and timely information sharing, active listening, and supportive feedback, significantly contribute to teachers’ job satisfaction. Teachers who experience open and transparent communication with their school leaders tend to have higher levels of job satisfaction.
The findings of this study have implications for educational policymakers, school administrators, and teachers themselves. By understanding the relationship between leadership styles, communication processes, and job satisfaction, educational stakeholders can develop strategies to enhance teachers’ satisfaction, leading to improved teaching quality, increased teacher retention, and ultimately better student outcomes.
Keywords: leadership styles, communication process, job satisfaction, secondary schools, Anambra State.
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