Head teachers’ Perceptions of their Leadership Styles
The researcher interviewed the head teachers to get their perception of their leadership
styles. The findings are shown in figure 4.1.
73
ALL THE 4 STYLES
TRANSFORMATIONAL
LAISSEZ-FAIRE
AUTOCRATIC
DEMOCRATIC
33%
34%
0%
11%
2
2
%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Figure 4.1: Headteachers’ Self-Perception Percentage of their Leadership Styles
As shown in Figure 4.1, most head teachers believe their leadership style is
transformative (34%), while 22% believe their leadership style is democratic, and 11%
believe their leadership style is authoritarian. None of the principals consider themselves
to be laissez-faire leaders. A blend of the four forms of leadership is perceived by 33% of
head teachers as their leadership style. They feel that depending on the situation or the
modifications that must be made, each style is appropriate.
Hypotheses Testing
Pearson Product Moment Correlation analysis was used to test the four hypotheses of this
study. It was used to determine the strength and direction of the correlations between
leadership styles and teacher job satisfaction.
Pearson's Correlation Analysis Results
The strength and direction of the connections between leadership styles and work
satisfaction were determined using Pearson correlation analysis. The Pearson
correlation coefficient runs from 0 (if there is no association) to 1 (if there is a
relationship) (for a perfect relationship). Correlation coefficients (in absolute values)
of less than 0.35 are termed low or weak correlations, 0.36 to 0.67 moderate
correlations, 0.68 to 0.90 strong or high correlations, and r coefficients > 0.90 very
high correlations, according to Field (2005).
H01: There is no statistically significant effect of democratic leadership style on job
satisfaction of teachers in selected international schools in Nairobi County.
Table Pearson's Correlation Test of Democratic Leadership Style on Teacher Job
Satisfaction
Statement N
Pearson 'r'
Sig. (2-Tailed)
My leader supports two-way communication
305 0.564
<0.001
My principal’s behavior inspires staff to work
together.
305 0.319
<0.001
The school's principal requests my thoughts and
opinions on impending plans and projects.
305 0.547
<0.001
My leader communicates with me frequently and
is supportive.
305 0.496
<0.001
I am involved in the decision-making process
305 0.013 0.816
The school principal assists me in accepting
responsibility for my work completion.
305 0.549
<0.001
**. Correlation is significant at the 0.05 level (2-tailed)
Source: Survey data, 202275
Table shows that two-way communication had a significant and favorable impact on
teachers' job satisfaction (r=0.564, p=0.001). Furthermore, the findings revealed that the
headteacher's behavior promotes employee teamwork (r=0.319, p=0.001), the
headteacher solicited teachers' ideas and input on upcoming plans and projects (r=0.547,
p=0.001), teachers received frequent and supportive communication from their leader
(r=0.496, p=0.001), and the headteacher assisted teachers in accepting responsibility for
completing their work (r=0.549, p=0.001), all of which had a significant and Significant
probability values less than 0.05 at a 95 percent confidence level indicated this.
Teachers, on the other hand, were not involved in the decision-making process (r=
0.013, p=0.816), indicating a very poor link with job satisfaction.
According to these findings, the headteacher who encouraged two-way communication
had the greatest impact compared to all other factors, followed by the headteacher
assisting teachers in accepting responsibility for their work, the headteacher soliciting
ideas and input for upcoming projects, teachers receiving frequent and supportive
communication from their headteacher, and the headteacher's behavior promoting
teamwork among the teachers. The hypothesis was rejected based on these findings,
showing that there is no statistically significant effect of democratic leadership style on
job satisfaction among teachers in selected international schools in Nairobi County.
H02: There is no statistically significant effect of autocratic leadership style on job
satisfaction of teachers in selected international schools in Nairobi County.
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Table: Pearson's Correlation Test of Autocratic Leadership Style on Teacher Job
satisfaction
Pearson
Sig. (2-
Statement
N
Correlation
Tailed)
My leader oversees my work regularly
305 0.351 0
My leader rewards or punishes me as needed
305 0.364 0
My leader issues orders and clarifies processes
305 0.317 0
My school's principal always retains final decision-
making authority.
305 0.387 0
My school's principal does not take recommendations
from his teachers into consideration since he does not
have the time.
305 -0.062 0.279
**. Correlation is significant at the 0.05 level (2-tailed)
Source: Survey data 2022
Table 4.8 shows that having the headteacher retain final decision-making authority had
no
significant link with teachers' job satisfaction (r= 0.387, p= 0.000). Additionally, the
results showed that the headteacher regularly supervised their work (r=0.351, p=0.000),
the headteacher offered rewards or punishment where needed (r= 0.364, p=0.000), the
headteacher gave orders and clarified procedures (r= 0.317, p=0.000) did not
significantly
affect the teachers’ level of job satisfaction. Significant probability values of 0.00 at a
95%
confidence level were discovered to imply this. Also, according to the findings, there was
a moderately significant negative influence on job satisfaction when head teachers
ignored
teacher proposals because they did not have time for them (r=-0.062, p= 0.279). Four out
of five characteristics were accepted based on these findings, showing that the hypothesis
was correct. As a result, the autocratic leadership style had no substantial impact on
teacher
work satisfaction in selected international schools in Nairobi County.
H03: There is no statistically significant effect of laissez-faire leadership style on job
satisfaction of teachers in selected international schools in Nairobi County.
