Discussion of the Findings on leadership styles on job satisfaction of teachers in
selected international schools
The purpose of this study was to investigate the effects of leadership styles on job
satisfaction of teachers in selected international schools in Nairobi County. This purpose was
achieved through meeting four specific objectives namely: To examine the effects of
democratic leadership style on job satisfaction of teachers in selected international schools in
Nairobi County, to assess the effects of autocratic leadership style on job satisfaction of the
teachers in selected international schools in Nairobi County, to determine the effects of
laissez-faire leadership style on job satisfaction of teachers in selected international schools
in Nairobi County, and to establish the effects of transformational leadership style on job
satisfaction of teachers in selected international schools in Nairobi County.
The study used a cross-sectional descriptive research methodology to target 32 head
teachers and 2340 teachers in international schools in Nairobi County, with a sample of
nine head teachers and 330 instructors chosen to represent 28.1 percent and 14.2 percent
of the population, respectively. A total of 305 teachers engaged fully in the study by
completing the questionnaires and sending them for analysis, resulting in a response rate
of 92.4 percent, which is good and sufficient for analysis. The oral interviews were done
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by all nine head teachers, resulting in a 100% response rate. Purposive sampling is the
purposeful selection of selected people of the population as sample members based on
their characteristics. The researcher employed their judgment when selecting sample
members (Etikan, 2016). This method was used by the researcher to have a deeper
understanding of the research phenomenon. It was used to create a non-representative
sample of a broad population in qualitative and mixed methodological investigations (Rai
& Thapa, 2004). The data was then analyzed using descriptive and inferential methods,
with frequencies, mean, and standard deviation utilized to summarize the data and the
results presented as tables and figures. In the inferential analysis, Pearson's correlation
analysis was used to look at the influence of the independent variable on the dependent
variable and to evaluate the study hypothesis. The significance level for the study was
established at 5%.
5.2.1 The Effect of Democratic Leadership Style on Teacher Job Satisfaction
The first objective was to examine the effects of the democratic leadership style on the
job satisfaction of teachers in selected international schools in Nairobi County. The study
discovered that the democratic leadership style had a considerable favorable impact on
teachers' job satisfaction. This suggests that when school administrators employed a
democratic leadership style, teachers were more satisfied with their jobs. The use of two-
way communication by head teachers had a significant and favorable impact on teachers'
JS (r=0.564, p=0.001). Robbins et al. (2018) explain that “communication in the
workplace controls and motivates emotional expressions in the organization.” According
to Jerome (2018), democratic leadership focuses more on group power, where improved
communication with members and members helps in decision-making.
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When making choices and addressing problems, “a democratic leader directs the
participants in an institution and recognizes their contribution (Dike & Madibueze, 2019.
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. Furthermore, the findings revealed that the headteacher's
demeanor encourages employee teamwork (r=0.319, p=0.001). Because head teachers
are not experts in every subject, listening to others before making conclusions is more
effective and precise. Dike and Madubuieze (2019) have similar views, stating that
democratic leaders in organizations guide members and appreciate their contribution
while making choices and solving problems. In addition, the head teachers sought input
from the teachers on upcoming plans and initiatives (r=0.547, p=0.001).
As noted by Idris (2019), a leader can engage in participative behavior by consulting with
the teachers and incorporating their ideas before deciding. Additionally, in their research,
Erdem and Egmir (2020) discovered that democratic leadership may generate a desirable
social environment by generating free surroundings, accepting individual diversity, and
creating an educational atmosphere where equally open methods are formed
democratically. Teachers also received frequent and helpful communication from their
principals (r=0.496, p=0.001). Headteachers who assisted teachers in accepting
responsibility for their work (r=0.549, p=0.001) had a significant and moderate favorable
impact on teachers' JS. Rana, Ka'ol, and Kirubi (2019) agreed, stating that in a workplace
where employees are free to express their opinions, the company can position itself and
quickly adjust to the changing competitive market situation. Teachers, on the other hand,
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were not involved in the decision-making process (r=0.013, p=0.816), indicating that there
was a very weak link between job satisfaction and disappointments, and demoralization. In
conclusion, the democratic leadership style remains to be the most popular type of
leadership (Siddigue et al., 2020).
5.2.2 The Impact of the Autocratic Leadership Style on Teacher Job Satisfaction
The second objective was to assess the effects of the autocratic leadership style on the job
satisfaction of teachers in selected international schools in Nairobi County. The study
discovered that the autocratic leadership style did not affect teachers' job satisfaction. This
suggests that when school principals utilized an authoritarian leadership style, job
satisfaction remained unaffected. It was discovered that having the headteacher retain final
decision-making authority did not affect the degree of job satisfaction of the instructors ( r=
0.387, p= 0.000). According to Ayub (2020), when it comes to strategy creation and
implementation, leaders have more expertise, which allows them to manage people in a more
authoritarian manner, especially when employees are unable to make key judgments.
Autocratic leaders are more likely to make decisions because they are driven by time and
urgency, which can reduce the influence of procrastination (Briker et al., 2020).
Furthermore, because they are sole decision-makers, they get speedier results. Additionally,
when making decisions solely on their judgment, autocratic leaders exercise absolute and
authoritarian authority over a group, and they rarely solicit counsel from their followers
(Cherry & Susman, 2020). The data also revealed that the headteacher routinely supervised
their work (r=0.351, p=0.000). As established by Li, Cheng, Zhang, and Luo (2019) this
reduces followers' self-efficacy and proactivity. Furthermore, an autocratic
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leadership style can stifle creativity and innovation (Lee et al., 2019). The autocratic leader
oversees making decisions, does not share power, issues orders, and expects those orders
to be followed (Uğur & Sarıoğlu, 2021). As a result, it may have a detrimental impact on
teamwork, organizational commitment, and task and role performance (Du et al., 2020).
Headteachers administered rewards or punishment, when necessary (r=0.364, p=0.000),
and gave directions and clarified processes (r= 0.317, p=0.000). All these had no
significant impact on the teachers' job satisfaction.
Although autocratic leaders have a detrimental impact on employee work satisfaction and
motivation, they can boost production output in the short run (Uymaz, 2020). Ojeleke (2020)
suggested that there is a positive relationship between autocratic leadership and work
performance in that in some organizations, people expect the leaders to give orders and
guide them with rules and regulations which must be obeyed. Positive outcomes can also be
achieved in workgroups led by authoritarian leaders and characterized by a high level of
traditionality (Shen, Chou & Schaubroeck, 2019). When the stakes are modest, the group is
huge, and failure is not too costly, it can also secure good results (Rahmani, Roel &
Karmarkar, 2018). Finally, Karakitapolu-Aygün et al. (2021) pointed out that if power is not
exaggerated, authoritarian LSs can have a good impact on communication.
On the contrary, Mwaisaka, K' Aol, and Ouma (2019) found that little or no group
engagement in decision-making results in employee job unhappiness, which leads to higher
turnover rates. Teachers get unsatisfied with their jobs when they find they are not involved
in critical choices. Some respondents, however, said that authoritarian leadership had a
negligible impact on teachers' job satisfaction. This was especially true where the
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principals issued prizes or punishments as needed. In contrast to the teachers who carry
out the tasks, autocratic leaders are results oriented. As a result, teachers who fail to deliver
are reprimanded or threatened with dismissal. According to Busse and Regenberg (2019),
authoritarian leaders' antisocial behavior causes instructors' resistance, resulting in low
performance and, as a result, job unhappiness. However, respondents indicated that there
was a moderately significant negative influence on job satisfaction when head teachers
ignored teacher proposals because they didn't have time for them (r=-0.062, p= 0.279).
Imposing tasks and procedures on instructors, according to Rana, Ka'ol, and Kirubi (2019),
might affect their work morale and productivity, which leads to poor task performance and
decreased job satisfaction.
5.2.3 The Effects of Laissez-Faire Leadership Style on Teachers’ Job Satisfaction
The third objective was to determine the effect of the laissez-faire leadership style on job
satisfaction among teachers in selected international schools in Nairobi County. The study
discovered that a laissez-faire leadership style had a considerable beneficial impact on
teachers' job satisfaction. This suggests that when school principals utilized a laissez-faire
leadership style, teachers' work satisfaction increased. As a laissez-faire leadership style
encouraged the leaders to keep away while the teachers did their work (r=0.581, p=0.001), it
was utilized by head teachers to oversee teachers who were more upbeat and less stressed.
This leadership style is the most careless philosophy since it incorporates a non-interference
technique that gives all employees complete freedom and no set manner of achieving goals
(Al-Malki & Juan, 2018). The laissez-faire leadership technique, according to Donkor and
Zhou (2020), is appropriate in settings where workers are highly skilled. The laissez-faire
leadership style, on the other hand, makes no leadership efforts
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from the leader, resulting in higher costs, less control, and inferior production. Aside from
that, the leadership style's laissez-faire attitude is detrimental to the school. Employees
could misuse laissez-faire leadership, according to Devece, Palacios, and Ribeiro-
Navarrete (2019). This suggests that adhering to such a leadership style could result in low
teacher productivity, lowering the quality of organizational learning in the school.
Furthermore, the findings revealed that, on average, head teachers granted teachers entire
autonomy in solving problems (r=0.334, p=0.001), and that, on average, teachers desired
less influence from their leaders (r=0.322, p=0.001). Teachers, on the other hand, could be
unable to obtain needed resources from laissez-faire head teachers (Vullinghs et al., 2018).
The head teachers' permission to evaluate their work (r=0.445, p=0.001) had a significant
and moderate beneficial impact on the teachers' job satisfaction. The headteacher allowing
the instructors to work out their problems in their way had a very low significant
relationship (r=0.018, p=0.06). According to these findings, the leader may be concerned
that he will not be able to lead successfully, especially if the position is elective, and hence
will not be able to exert power and control. In this case, “the leader delivers minimum
information and resources while failing to engage or involve the workforce” (Amoako-
Asiedu & Obuobisa-Darko, 2017). Furthermore, the headteacher abdicates his managerial
obligations and authority, dismissing work-related issues and failing to attend to the
demands of the staff (Robert & Vandenberghe, 2020).
It is widely accepted that a laissez-faire leadership style, in which things happen on their
own, is ineffectual. Others make decisions, and most laissez-faire leaders quickly lose
control of the organization because of inactive leadership. These leaders don't want to be
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noticed, and they don't want to oversee anything. Role conflict, higher stress, and poor
work discontent are all associated with this leadership style (Baig et al., 2019).
5.2.4 Effect of the Transformational Leadership Style on Teacher Job Satisfaction
Finally, the study's fourth goal was to establish the effects of transformational leadership
style on job satisfaction among teachers in selected international schools in Nairobi County.
According to the findings, transformational leadership has a considerable beneficial impact
on teacher satisfaction. This suggests that when school leaders employed a transformational
leadership style, teachers' work satisfaction increased. The headteacher who utilized this
technique proposed new ways of looking at how to accomplish tasks (r= 0.645, p=0.001).
According to Michael and Alex (2019), transformational leaders help their subordinates
become more productive, innovative, and obedient in a variety of organizational settings, and
they seek to avoid job-related stress (Mesh’al & Adnan, 2018). Transformational leaders
viewed teachers as persons with distinct needs, abilities, and goals (r=0.625, p=0.001).
Transformational leaders, according to Michael and Alex (2019), help their instructors
become more productive, innovative, and compliant in changing school environments, as
well as prevent work-related concerns. This was also attested to by Mesh'al and Adnan
(2018). The headteacher went above and beyond self-interest for the welfare of the school
(r=0.553, p=0.001), and had a significant and positive impact on the teachers' job
satisfaction. Transformational leadership is more applicable to team performance since
transformational leaders give direction and clarity to team members which helps them
achieve team goals (Xhavit, 2021).
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Furthermore, the findings revealed that the headteacher's emphasis on the necessity of
having a collective sense of mission (r=0.341, p=0.001) had a significant and moderate
beneficial impact on the teachers' job satisfaction. Burnes, Hughes, and By (2018)
reiterated these thoughts, stating that in addition to upholding value declarations, school
leaders can improve their organizations by promoting collaboration and collectivism.
Furthermore, the headteacher inspired pride in the teachers (r=0.069, p= 0.001) had the
greatest and least significant impact on the teachers' job satisfaction. Transformational head
teachers, according to Jabbar (2020), encourage their instructors to raise their levels of
affiliation, beliefs, morality, and insights, as well as aid them in being motivated by the
school's goals. Therefore, transformational leadership is one of the most effective
leadership styles that can help enhance the corporate image (Kalkan et al., 2020)
5.2.5 Job Satisfaction of Teachers
Teachers who were allowed to start over in a new career would still choose to be
teachers (r=0.607, p=0.001). The teaching job had excellent working conditions (r=
0.546, p=0.001), and teachers participating in many job projects (r=0.521, p= 0.001)
had a significant beneficial impact on their level of job satisfaction. Furthermore, the
results showed that the job provided continuous progress (r=0.315, p=0.001), and
teachers believed their schools were good locations to work in (r=0.248, p=0.001), both
of which had a favorable impact on teachers' job satisfaction. According to these
findings, employees are regarded to be content with their employment if they view them
to be meaningful and rewarding, implying that an organization's success is dependent on
employee satisfaction (Shrestha, 2019). Some teachers, on the other hand, thought their
colleagues were the least motivated (r=0.123, p=0.031).
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The leadership style of the headteacher has a substantial impact on teacher satisfaction.
Previous research such as Nur et al. (2021), Irwan, Siswoyo, and Agus (2020), and
Eliyan, Ma'arif, and Muzakki (2019) indicated that leadership style had a substantial
impact on employee work satisfaction. Additionally, according to Barasa and Kariuki
(2020), job satisfaction is viewed as a catalyst for improving performance and
commitment in a workplace.
