Transformational Leadership Style and Job Satisfaction
The fourth research objective was to establish the effects of transformational 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 teachers practiced transformational
leadership. Table 4.5 summarizes the findings.
Table Teachers’ Response to the Head teachers’ Use of Transformational
Leadership Style
Statement Mean SD
My school head instills pride in me 3.32 1.43
The head goes beyond self-interest for the good of the school 3.23 1.36
The school leader emphasizes
the
importance
of having a
1.16
collective sense of mission 3.11
The school head considers me as
an individual
thus having
1.21
different needs, abilities, and aspirations 2.89
The school head suggests new ways of looking at how to complete
1.28
assignments 2.96
n=305
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Table 4.5 shows that the respondents agreed that their leaders demonstrated
transformational leadership characteristics. Many respondents felt that their head teachers
instilled pride in them (M= 3.32, SD=1.43), that the head teachers went above and beyond
for the school's good (M=3.23, SD=1.36), and that the head teachers emphasized the
importance of having a collective sense of mission (M=3.11, SD=1.16).
Some respondents, however, disagreed that the head teachers displayed transformative
leadership qualities. This is because the head teachers did not treat them as people with
distinct needs, abilities, and goals (M= 2.89, SD=1.21), and the head teachers proposed
novel approaches to completing assignments (M=2.96, SD=1.28).
Respondents agreed that 60% of the head teachers displayed transformational leadership
qualities. They were pleased that their head teachers inspired pride in them; that they went
above and beyond for the welfare of the school and that the head teachers underlined the
necessity of having a shared sense of mission. Some of the respondents disagreed that the
head teachers saw them as people with diverse needs, abilities, and aspirations and that the
head teachers proposed new approaches to completing assignments. Many instructors believe
that transformational leadership should be practiced by head teachers since it allows the
teaching profession to be more flexible. Transformational leadership is the ideal for an
international school, according to one teacher:
Transformational leadership is ideal for an international school, according to one
teacher. It can accommodate teachers from all tribes, nations, and cultures. This is
since most teachers and students come from a wide range of cultural backgrounds
and values. (T 40)
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After determining how much the head teachers used the four different types of leadership
styles as viewed by the teachers, the researcher moved on to determine how satisfied the
teachers were with their positions.
Job Satisfaction
The respondents were given a questionnaire in which they were asked to rate how
satisfied they were with their jobs. Table 4.6 summarizes the findings.
Table Teachers’ Responses to Job Satisfaction
Statement Mean SD
I participate in multiple job projects. 4.15 1
My job provides for steady growth 3.69 1.1
My job is subjected to favorable working conditions. 3.41 1.32
I believe this is a good place to work 3.92 1.15
If you had the opportunity to start over in a new career, would
4.13 1.39
you choose to become a teacher?
Do you believe that the teachers with whom you are working are
3.11 1.33
motivated?
n=305
The items with mean values of 3.0 and above demonstrate that respondents were content
with many elements of their jobs, as shown in table 4.6. They worked on multiple job
projects (M= 4.15, SD 1), they would choose to become teachers if given the chance to
start over in a new career (M=4.13, SD=1.39), they thought their schools were good
places
to work (M=3.92, SD=1.15), their jobs provided steady growth (M=3.69, SD=1.1), their
jobs were subjected to favorable working conditions (M= 3.41, SD=1.32), and they
thought
the teachers with whom they work are motivated (M= 3.11, SD=1.33)
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Respondents were satisfied with the various aspects of their jobs because they participated
in multiple job projects. Most respondents, if allowed to start over in a new career, would
choose to become a teacher. They believe that is a good place to work, their jobs provide
for steady growth, their job is subjected to favorable working conditions, and they believe
that the teachers with whom you are working are motivated. Some teachers believe that the
teachers are satisfied and that is why they are still working in the school. One teacher stated:
Teachers in this school are satisfied, the reason why they have stayed in this school
for so many years. The school offers opportunities for growth in their careers in
terms of leadership and promotions at the workplace. This has made the teachers
who have been promoted to leadership positions pursue higher studies to be
conversant on how to work effectively in their positions and solve the problems that
come with being in that office. (T 35)
However, some teachers were not satisfied with their jobs. This was one sentiment from a
teacher:
Unfortunately, there is little or no job satisfaction in international schools. At times
you go against the good practices to fit in the school. For example, we must do paid
private tuition to get extra income for our survival, yet such kinds of tuition that a
student pay have been prohibited. All tuition is meant to be free of charge. (T 60)
After determining the level to which the teachers were satisfied, the researcher investigated
how the head teachers saw their leadership styles.
