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INFLUENCE OF PRINCIPALS’ LEADERSHIP STYLES ON TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN CROSS RIVER STATE.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the influence of principals' leadership styles on teachers' job satisfaction in secondary schools in Cross River State. The role of principals in shaping the work environment and influencing teachers' job satisfaction is crucial for the overall effectiveness of educational institutions. The study aims to identify the predominant leadership styles adopted by principals in secondary schools and examine their impact on teachers' job satisfaction.
A mixed-methods research design is employed to gather data from a sample of secondary school teachers in Cross River State. The sample is selected using a stratified random sampling technique to ensure representation from different school categories. Quantitative data are collected through a structured questionnaire, while qualitative data are obtained through semi-structured interviews with selected principals.
The findings reveal the various leadership styles exhibited by principals in secondary schools, including transformational, transactional, laissez-faire, and autocratic styles. The study also identifies the factors influencing teachers' job satisfaction, such as professional development opportunities, recognition and rewards, collegial relationships, and participative decision-making.
The quantitative analysis demonstrates a significant relationship between principals' leadership styles and teachers' job satisfaction. Specifically, transformational leadership is found to have a positive impact on teachers' job satisfaction, while autocratic and laissez-faire leadership styles are associated with lower levels of job satisfaction. The qualitative analysis further provides insights into the specific behaviors and practices of principals that contribute to teachers' job satisfaction.
The findings of this study have important implications for educational policymakers, school administrators, and principals in Cross River State. It highlights the significance of adopting effective leadership styles to enhance teachers' job satisfaction and ultimately improve the quality of education. The study recommends the promotion of transformational leadership practices, fostering a supportive work environment, and providing professional development opportunities for principals to enhance their leadership skills.
Overall, this research contributes to the existing literature on educational leadership and provides valuable insights into the relationship between principals' leadership styles and teachers' job satisfaction in secondary schools. It offers practical recommendations for creating positive work environments that promote teachers' job satisfaction, which can lead to enhanced student outcomes and overall educational success.
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