Pearson's Correlation Test of the Laissez-faire Leadership Style on Teacher Job
Satisfaction
Pearson Sig. (2-
Statement N Correlation Tailed)
My leader stays out of the way as I work 305 0.581 <.001
My boss provides me entire autonomy in solving problems
on my own 305 0.334 <.001
In most circumstances, I like to have minimal influence
from my headteacher. 305 0.322 <.001
Generally, my leader permits me to evaluate my job 305 0.445 <.001
My leader gives me the freedom to solve my difficulties in
my way. 305 0.108 0.06
**. Correlation is significant at the 0.05 level (2-tailed)
Source: Survey data 2021
The purpose of the study was to see if the laissez-faire leadership style affects teacher job
satisfaction in Nairobi County's international schools. Table 4.9 shows that head teachers
who stayed out of the way while the teachers worked had a significant and favorable
impact on the teachers' level of job satisfaction (r=0.581, p=0.001). 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). 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
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their way had a very low significant relationship (r=0.018, p=0.06). Because of the
findings, the hypothesis that the laissez-faire leadership style has no significant effect on
the job satisfaction of teachers in selected international schools in Nairobi County is
rejected.
H04: There is no statistically significant effect of transformational leadership style on
job satisfaction of teachers in selected international schools in Nairobi County.
Table 4.10: Pearson's Correlation Test of Transformational Leadership Style on
Teacher Job Satisfaction
Pearson Sig. (2-
Statement N Correlation Tailed)
My principal instills pride in me 305 0.069 <.001
For the welfare of the school, the head goes beyond self-
interest 305 0.553 <.001
The school's principal emphasizes the need for a shared sense
of purpose. 305 0.341 <.001
The school principal sees me as a unique individual with
unique needs, abilities, and goals. 305 0.625 <.001
The principal offers innovative approaches to completing
assignments. 305 0.645 <.001
**. Correlation is significant at the level 0.05 level (2 -tailed)
Source: Survey data 2021
Based on the findings in Table 4.10, it was discovered that the transformational leadership
style had a considerable impact on teacher job satisfaction at selected international schools
in Nairobi County. Table 4.9 shows that the headteacher considered new ways of looking
at how to complete assignments (r=0.645, p=0.001), and the headteacher considered
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teachers as individuals with different needs, abilities, and aspirations(r= 0.625, p=0.001),
and the headteacher went beyond self-interest for the good of the school (r=0.553,
p=0.001), all of which had a significant and strong positive impact on the teachers' job
satisfaction.
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. Furthermore, the headteacher fostered
pride in the teachers (r=0.069, p=0.001) had the greatest impact on the teachers' job
satisfaction (r=0.069, p=0.001). Significant probability values less than 0.05 at a 95%
confidence level were used to demonstrate this. The hypothesis that the transformational
leadership style has no statistically significant effect on job satisfaction among teachers in
selected international schools in Nairobi County is rejected based on these findings.
4.5.2 Job satisfaction among teachers
After determining the relationship between the teachers' perceptions of the head teachers'
leadership style on their job satisfaction, the researcher moved on to determine the
relationship between the teachers and the extent to which they were content with their
jobs. The results are presented in Table 4.11.
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Table 4.11: Pearson’s Correlation Test on Job Satisfaction of the Teachers
Pearson Sig. (2-
Statement N Correlation Tailed)
I work on several different projects. 305 0.521 <.001
My employment allows me to improve consistently. 305 0.315 <.001
Working circumstances are favorable in my position. 305 0.546 <.001
This appears to be a good location to work. 305 0.248 <.001
Would you choose to become a teacher if you had the chance
to start over in a new career? 305 0.607 <.001
Do you think the teachers you're collaborating with are
motivated? 305 0.123 0.031
**. Correlation is significant at the 0.05 level (2-tailed)
Source: Survey data 2021
Table 4.11 shows that if teachers were allowed to start again in a different career, they
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. Some
teachers, on the other hand, thought their colleagues were the least motivated (r=0.123,
p=0.031). Significant probability values less than 0.05 at a 95% confidence level were
found to imply this.
