Influence of Principals’ Leadership Styles on Teachers’ Job Satisfaction in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya

Abstract

In spite of intensive guidance and counseling programs, remedial teaching and availing learning materials, high quality education in Kenya has not been achieved. Other factors have contributed either directly or indirectly to the students’ academic achievement. However, the principals’ leadership styles become one of the central elements to consider because they play a crucial role. This study sought to investigate the influence of principals’ leadership styles on teachers’ job satisfaction in public secondary schools in Meru South Sub-County with view of enhancing quality education. The study used a descriptive survey design. The target population consisted of all principals of 53 public secondary schools in Meru South Sub- county and 500 teachers totaling to 553. Questionnaires were used to collect data from the participants. The study found that there was transformational leadership style adopted by principals in connection to the indicators exhibited by teachers. Therefore, it was recommended that principals should attend to teachers’ personalized needs, encourage team building amongst the staff, and motivate teachers by being role models and offer teachers with personalized attention.