LEADERSHIP STYLES OF HEADTEACHERS’ AND JOB SATISFACTION AS PERCEIVED BY GHANAIAN PUBLIC BASIC SCHOOL TEACHERS
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 investigates the relationship between leadership styles exhibited by headteachers and job satisfaction perceived by Ghanaian public basic school teachers. It aims to explore how different leadership styles impact the job satisfaction levels of teachers and to understand the perceptions of teachers regarding their headteachers’ leadership styles.
The study employs a mixed-methods research design, incorporating both quantitative and qualitative data collection techniques. The sample consists of public basic school teachers in Ghana, selected through stratified random sampling. The participants are administered a questionnaire, which includes standardized scales to measure leadership styles and job satisfaction. Additionally, in-depth interviews are conducted with a subset of participants to gain deeper insights into their perceptions and experiences.
Preliminary findings from the quantitative analysis indicate that headteachers’ leadership styles significantly influence the job satisfaction levels of public basic school teachers. Transformational leadership style, characterized by visionary and inspirational qualities, is positively associated with higher levels of job satisfaction among teachers. On the other hand, autocratic and laissez-faire leadership styles are negatively correlated with job satisfaction.
The qualitative analysis provides more nuanced insights into the teachers’ perceptions of leadership styles. It reveals that teachers appreciate headteachers who demonstrate transformational leadership qualities, such as effective communication, support, and empowerment. These leaders create a positive work environment, foster collaboration, and provide opportunities for professional growth, leading to increased job satisfaction.
Conversely, teachers express dissatisfaction when headteachers exhibit autocratic or laissez-faire leadership styles. Autocratic leaders are perceived as controlling, unresponsive to teachers’ needs, and lacking in shared decision-making processes. Laissez-faire leaders are seen as disengaged, providing minimal guidance and support, which negatively impacts teachers’ morale and job satisfaction.
The findings of this study have implications for educational policymakers, school administrators, and headteachers in Ghana. They highlight the importance of effective leadership styles in promoting job satisfaction among teachers. It is recommended that headteachers adopt transformational leadership practices, fostering a supportive and collaborative work environment that enhances teacher well-being and contributes to improved educational outcomes.
Keywords: leadership styles, headteachers, job satisfaction, public basic school teachers, Ghana
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