Democratic Leadership Style and Job Satisfaction
When making choices and addressing problems, a democratic leader directs the participants
in an institution and recognizes their contribution. Democratic leadership styles place a
stronger emphasis on people and encourage more engagement within the group. The leader is
more integrated within the group, and members share responsibilities (Dike & Madibueze,
2019). Because of the involvement of employees, democratic leadership takes more time and
effort. As a result of the disagreements that led to the final choice, followers may resent
their leader (Belyh, 2019).
Sehar and Khurram (2019) did the study at different Karachi schools. The goal was to see if
headteachers' leadership styles had an impact on the work motivation and job satisfaction of
the teachers under their supervision. Random sampling was used to begin the study, which
included 122 teachers and 13 principals. The data was collected in person, with the approval
of the head teachers and teachers, from several schools in Karachi using a questionnaire. The
findings of the study revealed that the democratic leadership style has an impact on the
instructors' job satisfaction and motivation at work. The most popular style was determined
to be democratic leadership. This is because the headteacher values taking teachers' views
and suggestions into consideration when making choices and maintaining a positive
relationship between them. The headteachers believe that democracy is the best technique to
apply in schools because it provides an environment that encourages different departments to
collaborate because they are interconnected. In this study, however, data was gathered by a
visitor. Because no employee can simply give bad comments regarding his or her place of
work, this person may not acquire reliable data from the employees. As a result, they should
have included teachers who are directly influenced by the leadership of the head teachers in
those schools in the data collection process. Only one type of data collection, a structured
questionnaire, was utilized to gather information. This means that if the questions were
unclear, the results would be inaccurate. More data gathering methods, such as oral
interviews, should have been used to provide a more elaborate means of expressing ideas.
They should have included other schools outside of Pakistan's Karachi area for a more
diverse set of data.
Additionally, Rai, Budhathoki, and Rai (2020) researched “the relationship between
democratic leadership style and job satisfaction and commitment among employees of
Nepalese private banks.” The population was made up of Nepal's entire private bank
employees. The data was collected using a hybrid instrument made up of pre-tested
equipment. Multiple regression analysis was used to test the study hypotheses. The
democratic leadership style had a significantly beneficial impact on employee job
satisfaction, which influenced their organizational commitment positively, to the
Nepalese setting (Rai et al., 2020). However, this study only looked at two variables:
democratic leadership style and job satisfaction and their impact on organizational
commitment in Nepal. For a balanced outcome, more variables must be considered.
Furthermore, Wijesinghe (2020) studied the garment industry in Sri Lanka to
“investigate the impact of the leadership style on the job satisfaction of the factory's
employees.” The deductive testing theory was used to conduct the study. A total of 60
employees were chosen using stratified random sampling. The study's findings revealed
that the democratic leadership style was more statistically significant in determining
employees' job satisfaction. For decision-making, the line managers assigned work
duties, empowered group members, and consulted the followers (Wijesinghe, 2020).
Only a few LSs were considered in this study. More leadership styles, such as
bureaucratic and transformational leadership styles, might be used in a garment factory
to make it more realistic in attaining the goals, as well as provide more opportunities for
other researchers to conduct the research.
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Another study by Munir and Iqbal (2018) examined “the relationship between the
principal's leadership style and the job satisfaction of the teachers in women's colleges in
India's Punjab province.” The data was collected using the survey method from a randomly
selected sample of 1005 college teachers from 100 colleges across Punjab. Questionnaires
were used to collect data on the teachers' leadership styles and job satisfaction, and only
905 of 1005 were returned. According to the findings of the study, the democratic style of
leadership was the most used leadership style in women's colleges. It was linked to job
satisfaction favorably (Munira & Iqbal, 2018). However, in this study, only teachers were
involved in disseminating information about the leadership style. They should have
included additional institution leaders in this survey to get their thoughts on the leadership
style. This will give both the leaders and those who are being led a balanced perspective.
Another study was led by Kainyu (2018) that looked at the impact of leadership styles on
teachers' job satisfaction in Nakuru town primary schools. A total of 348 teachers were
sampled from 28 primary schools. Teachers were given structured questionnaires to fill
out to collect data. The data was analyzed using SPSS. The findings revealed a positive
relationship between democratic leadership and job satisfaction. Kainyu (2018)
suggested that head teachers in Nakuru town schools use the democratic leadership style
to achieve proper job satisfaction among primary teachers. However, because this study
primarily focused on primary school teachers, the findings may likely be expanded to
include secondary schools or even a bigger geographical region such as Nakuru County.
The Ministry of Education Science and Technology (MOEST), school administration,
tutors, and researchers may use the data to assess the capacities and problems posed by
the leadership style used by headteachers in various aspects of learning and teaching in
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institutions, according to the research. This may enable them to build practical ways that
encourage a more democratic leadership style in educational institutions (Kainyu, 2020).
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