Conceptual Framework on leadership styles and Teachers’ Job Satisfaction
A conceptual framework is a research tool that includes several variables with specified
correlations (Kothari, 2014). The goal of conceptual frameworks is to make study findings
more significant and satisfying while also allowing for generalization. To make conceptual
discrepancies and form notions, the conceptual framework is used. A dependable conceptual
framework captures real study topic ideas in a way that is simple to apply and
recall.
Independent Variables
Democratic Leadership Style
There is consultation
Decentralization of power
Communication is multidirectional
Leader delegates power
Autocratic Leadership Style
Leader possesses power
Leader gives all directions
Channel of communication not clear
No delegation.
Laissez-Faire Leadership Style
Individuals and groups make own decisions
Free reign
No participation of leader
Transformational Leadership Style
Intellectual stimulation
Inspirational motivation
Individualized consideration
Dependent Variable
Teachers’ Job Satisfaction
Reduced employee turnover
Increased productivity
indicated by performance in
international examinations
Figure 1.1: Conceptual Framework illustrating the effects of leadership styles on job
satisfaction among teachers
The conceptual framework depicts the link between the leadership styles of the head
teachers and the job satisfaction of the teachers. The framework displays a variety of
leadership styles with varying impacts as well as the job satisfaction of the teachers. First,
the main input variable is the democratic leadership style where the headteacher consults
the teachers for their input. Headteachers decentralize powers. Communication is multi-
directional, and the head teachers delegate power. Autocratic leadership style is another
variable where the headteacher possesses the power. The headteacher gives all the
directions, and the channels of communication are not clear. An autocratic leader does not
delegate power. The Laissez-faire leadership style is another input where the headteacher
allows individuals and groups to make their own decisions, there is free reign and there is
no participation of the headteacher. Lastly, the transformational leadership style involves
intellectual stimulation, inspirational motivation, as well as individualized consideration.
The outcome of these leadership styles can either cause job satisfaction where there is
reduced teacher turnover, and increased productivity indicated by performance in
international exams, or job dissatisfaction. Therefore, there is a need for highly effective
head teachers with the enthusiasm to ensure improved job satisfaction for the teachers
and the role of leadership in meeting the needs. Principals should employ a balanced
approach to leadership, particularly where teachers are expected to perform tasks
(Kimathi, 2017). The current study embarked on investigating the effects of leadership
styles on job satisfaction of teachers in selected international schools in Nairobi County.
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