Autocratic Leadership Style and Job Satisfaction
The second research objective was to assess the effects of autocratic leadership style on
job satisfaction among the teachers in selected international schools in Nairobi County.
The respondents were invited to fill out a questionnaire in which they were asked how
much they thought their head teachers were exercising authoritarian leadership. The
results are shown in Table
Table Teachers’ Response to the Head teachers’ use of Autocratic Leadership
Style
Statement Mean SD
My leader oversees my work regularly 3.47 1.29
My leader rewards or punishes me as needed 2.71 1.37
My leader issues orders and clarifies processes 3.76 1.1
My school's principal always retains final decision-making
4.19 1.15
authority.
My school's principal does not take recommendations from his
2.6 1.38
teachers into consideration since he does not have the time.
n=305
Most respondents believed that their head teachers demonstrated autocratic leadership
attributes in response to table 4.3. Their head teachers always had final decision-making
authority (M= 4.19, SD=1.15), gave directions and clarified processes (M= 3.76, SD=
1.1), and supervised their work regularly (M= 3.47, SD 1.29).
Some of the responders, on the other hand, disagreed that the head teachers demonstrated
authoritarian leadership features. Their head teachers supplied incentives or punishments
as needed (M=2.71, SD=1.37), but they did not heed teacher suggestions since they did
not have time for them (M=2.6, SD=1.38).
As stated by 60% of the respondents, the head teachers exhibited traits of autocratic
leadership. The head teachers always retained the final decision-making. Some of the
teachers observed:
This is the least effective type of leadership. You can make suggestions to the
headteacher about how to deal with a specific problem with the children, but they
will be ignored, and she will come up with her answers. Orders are given out, and no
one is permitted to question them; otherwise, you will be seen as a recalcitrant
teacher who refuses to follow the school's rules. The head of school and department
heads monitor how the curriculum is delivered in class and how the syllabus is
covered. Closed-circuit television (CCTV) cameras have been installed in all the
courses for monitoring purposes. (T 50)
The head teachers gave orders and clarified procedures. They regularly supervise our work.
Some teachers supported the dictatorial leadership. A teacher noted:
Autocratic leadership improves the efficiency and effectiveness of the educational
process. This is because there are rules and procedures in place, as well as objectives
that must be met. Supervisors can use the permitted autocratic leadership style to
evaluate the teachers' performance. (T 20)
Some head teachers supported an autocratic leadership style and believed that teachers
must follow the laid down rules to the latter. One headteacher said:
The school is a formalized institution with a well-defined structure. If the system's
rules aren't carefully followed, the company won't be able to achieve its objectives.
Every instructor, for example, is expected to have the schemes of work, lesson plans,
and work records in place. This will allow teachers to properly arrange their work
and guarantee that everything is covered on time without rushing through it. The
Ministry of Education likewise has this expectation. This will also provide adequate
time for teachers to prepare students for their final exams. Another difficulty is that
there are times when teachers are unable to make choices. When COVID 19 hit, for
example, all schools had to close, and all learning had to be done remotely. As a
result, they were given the option of teaching virtually or quitting their jobs (HT 3).
Some of the responders, on the other hand, disagreed that the head teachers demonstrated
authoritarian leadership features. Because they didn't have time, our head teachers didn't
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offer prizes or punishments where they were needed, and they didn't accept suggestions
made by their instructors:
My headteacher does not compensate teachers because she believes that our wages
are sufficient compensation. She also does not impose penalties; instead, if you
continue to break the rules, she will forward your name to the human resource
manager for further action. Because she has a lot of work to accomplish in her
office, she does not have time for us. (T 7)
A headteacher commenting on the issue of rewards, punishments, and lack of time for the
teachers said:
It is not within my power to praise or punish teachers. I can only submit a
recommendation to the board, which will then direct the human resource manager to
either reward or punish teachers who do not follow school rules. My office is too
busy in terms of time since I must coordinate with parents, students, teachers, and
the board of management, not to mention the ministry of education. I must attend
meetings regularly and write reports on them. To keep the school running well, I
must collaborate with the administration and support staff. These are but a drop in
the bucket. (HT 8)
The researcher then looked at how much the principals used an authoritarian leadership
style as seen by the teachers, as well as how much laissez-faire leadership they used.
Laissez-Faire Leadership Style and Job Satisfaction
The third research objective was to determine the effects of the laissez-faire leadership
style on job satisfaction among teachers in selected international schools in Nairobi
County. The respondents were invited to complete a questionnaire in which they were
asked how much they considered their head instructors followed laissez-faire leadership.
The results are shown in Table
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Table Teachers’ Response to the Head teachers’ Use of Laissez-Faire Leadership
Style
Statement Mean SD
My leader stays out of the way as I work 3.32 1.43
My boss provides me entire autonomy in solving problems on my
3.23 1.36
own
In most circumstances, I like to have minimal influence from my
3.11 1.16
headteacher.
Generally, my leader permits me to evaluate my job 2.89 1.21
My leader gives me the freedom to solve my difficulties in my
2.96 1,28
way.
n=305
As shown in Table 4.4, many respondents agreed that their head teachers demonstrated
laissez-faire leadership attributes. Their head teachers stayed out of their way while they
worked (M= 3.32, SD=1.43), granted them entire autonomy in problem-solving (M=
3.23, SD=1.36), and in most cases, teachers wanted little involvement from their head
teachers (M=3.11, SD=1.16). Because they are professionals in their disciplines, some
head teachers allow instructors to exercise professionalism.
On the other hand, some teachers claim that laissez-faire is harmful to a school since
international schools offer a global curriculum that differs from the local educational
system. As a result, teachers must get substantial training, mentoring, and monitoring to
ensure that they are appropriately equipped to give the whole curriculum.
6
7
The fact that the mean score for the following items is less than 3.0 indicates that some of
the respondents did not believe the head teachers demonstrated laissez-faire leadership
skills. Our head teachers, overall, allow us to evaluate our work (M=2.89, SD=1.21) and
to solve our difficulties in our way (M=2.96, SD=1.28). Some teachers believe they are
not authorized to evaluate or fix their problems.
According to Sixty percent of the respondents, the head teachers demonstrated laissez-faire
leadership attributes. While they worked, the head teachers stayed out of the way. They
granted them great autonomy in resolving difficulties. One teacher stated,
My headteacher seems unconcerned with how I educate and address problems as
long as the pupils do not complain." This strategy is beneficial because it allows
teachers to be flexible and utilize any relevant teaching method without having to
get permission from the principal. This encourages professors to conduct a greater
study in their areas of expertise. (T 15)
In most cases, instructors desired little input from their principals. Because they are
specialists in their subjects, some leaders enable teachers to practice professionalism. One
teacher stated:
Teachers should be given the freedom to make decisions on matters that touch their
areas of specialty, especially on issues that influence their areas of specialization.
This is especially true when it comes to the technical parts of the employees. (T 305)
While laissez-faire is a desirable approach to take, some teachers believe it will not function
in an international setting. One teacher stated:
It is a better approach to go for, however a bit problematic with international
schools because of the type of follow-up that is anticipated by both shareholders
and parents, thus too much paperwork and reports writing that must be approved by
the board. (T 215)
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Similarly, some head teachers supported this leadership style. They believed that it is
important to allow the teachers to explore their areas of expertise to get the students to give
out their best to their ability. One headteacher stated:
My responsibility is to create an environment where my teachers may thrive. As a
result, I permit them to use what they've learned and experienced, as well as to put
their new skills into practice. We exclusively hire skilled and experienced teachers
at this school, and I feel they are well-versed in their fields, so there is no need to
micromanage them. (HT 6)
On the other hand, some teachers believe that laissez-faire is not good for a school because
the international schools offer an international curriculum which is not the local system of
education. Therefore, a lot of training, guidance, and supervision is paramount to ensure
that teachers are well equipped to deliver the curriculum in its completeness. One teacher
noted:
A networking system is built in the international school and at the same time it does
not work out so well because of the passivity. It can encourage gaps in service
delivery. This is especially true for teachers who have recently graduated from the
university, and do not have any form of experience. (T 150)
Some of the respondents did not agree that the head teachers exhibited the traits of laissez-
faire leadership. Teachers felt that they are not allowed to appraise themselves nor solve
their problems. A teacher noted:
The head of school does the appraisal and sometimes the heads of departments.
They come and attend my lessons and write reports on my teaching methodology,
curriculum coverage, classroom control, and use of teaching aids like PowerPoint
presentations or YouTube use. They then allow the learners to appraise the teachers.
(T 1)
Similarly, head teachers believed that it is their call to do the appraisal to be sure of the
teachers’ curriculum implementation. One head of school explained:
Teachers may not realize where they are going wrong or whether they need to change
the way they offer the information. They require another observer in the classroom as
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well as feedback from the students for the teachers to determine where and how
new modifications should be implemented. (T 19)
After determining the amount to which the head teachers used a laissez-faire leadership
style as viewed by the instructors, the researcher moved on to determine how much
transformational leadership was displayed by the head teachers.
