A Review on Self-Efficacy and Job Satisfaction as indicators of Effective School Principal’s Leadership Style

Abstract

This review sought to investigate the importance of the relationship between the school principals’ leadership styles and the teacher’s sense of efficacy and job satisfaction. In the research article (“The Principals’ Leadership Style and Its Impact on the Teachers’ Self Efficacy and Job Performance in the Selected Secondary Schools,” 2023), it was acknowledged the organization’s contribution to its long-term success and production of high-quality results is highly dependent on its leaders and employees. The study sought to assess the impact of the principal’s leadership style on the efficacy rate and job satisfaction of the teachers. The study was participated in by public high school teachers in selected secondary schools in the locality of Sta. Maria, Bulacan. The author used the descriptive correlation research technique since the study examined the influence of the leadership style of school principals on the self-efficacy and job satisfaction of the teachers. The discussion centers on transformational and transactional leadership as styles of leadership being investigated with the use of the Multifactor Leadership Questionnaire (MLQ) by Avolio and Bass (1997) and the Minnesota Satisfaction Questionnaire (MSQ) by Weiss, et. al. to identify the respondent’s level of satisfaction with their work. Whereas, the teachers’ self-efficacy, the Teachers’ sense of Effectiveness Scale 1 was used, which consisted of 3 indicators - student engagement, instructional tactics, and classroom management. The study revealed that the principals’ leadership styles significantly affect the sense of efficacy and job satisfaction of the teachers. It was further recommended that professional development programs should continue and be pursued along with other initiatives to enhance and empower teachers’ job performance and satisfaction.