Influence of Leadership styles on Teachers job satisfaction: A case of selected Primary Schools in Songea and Morogoro Districts, Tanzania

Abstract

This study reports on the kind of school leadership style that best suits for promoting teachers' job satisfaction in primary schools in Tanzania. The study employed cross sectional research design with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro districts. Interviews, documentary analysis and questionnaires were used to collect data. The data were analyzed both qualitatively and quantitatively using tables, frequencies and percentages. It was found that the democratic leadership style was the most dominant in best performing primary schools. It is therefore suggested that there is much to be learnt with democratic leadership style as a copying strategy in least performing primary schools. Moreover, level of teachers' job satisfaction was reportedly high in best performing schools compared to least performing schools. The findings commended that democratic leadership style is the one which promotes high teachers' job satisfaction among teachers in primary schools.

Principals’ leadership styles and teachers’ job performance: Evidence from Edo State, Nigeria

“…In other words, there is sameness or semblance in the leadership style of choice or preference in both locations as found by the two studies. Also, this finding of the study is in line with the submission of Haruni and Mafwimbo (2014), which asserted that the democratic leadership style was the most dominant leadership style among school heads in primary schools. They noted that there was much to be learnt from the democratic leadership style in low-performing primary schools.…”

“…Among other findings, it was found that the democratic leadership style was the most commonly used leadership style among principals of senior secondary schools in the state. Haruni and Mafwimbo (2014) investigated the influence of leadership styles on teachers' job satisfaction in Songea and Morogoro Districts, Tanzania. The study employed a cross-sectional research design, with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro Districts.…”

Relationship Between Academic Leaders' Capabilities and Faculty Staff Work Engagement

“…This finding is in accordance with prior research on faculty staff perceptions of leaders' capabilities. As Haruni & Mafwimbo (2014) reported that, faculty staff were able academic leaders. On the contrary Simsek & Gozukara (2016) found that faculty staff had fair level of leadership capabilities.…”

“…In recent times retaining and motivating the workforce has become quite challenging due to the intense competitive situation around the world. Educational leaders play important role with the intention to make teaching and learning more effective and to give quality education to students (Haruni & Mafwimbo, 2014). Establishing a positive relationship between Head of Department and their staff is a very important strategy in educational leadership.…”

Influence of Principals’ Leadership Styles on Teachers’ Job Satisfaction in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya

“…Leadership style refers to the underlying need structure of the principal that motivates his/her behavior in various leadership situation (Okumbe, 2007). A study in Tanzania by Haruni and Mafwimbo(2014) supported that school leaders are supposed to possess ability of influencing their staffs, parents and other stakeholders of education to make sure their schools successfully attain it preintended objectives by making sure their teachers perform their responsibilities well and learners perform well in their academic as anticipated. Mpokosa and Ndaruhutse (2008) found that lack of job dissatisfaction results in absenteeism, poor utilization of class time, professional misconduct, traditional teaching methods, poor preparation and secondary income generating activities that distract teaching duties.…”