Assessing the Role of School Heads’ Leadership Styles on Teachers’ Job Satisfaction in Selected Public Primary Schools in Mkuranga District, Tanzania

Abstract

This study examined the influence of school heads’ leadership styles on teachers’ job satisfaction in selected public primary schools in Mkuranga District, Coast Region, Tanzania. Leadership plays a pivotal role in shaping teacher motivation, engagement, and school performance. A mixed-methods approach was employed, integrating quantitative and qualitative data. The study targeted school heads, deputy heads, and teachers, with a sample size of 120 participants. Data were collected using structured questionnaires for teachers and in-depth interviews with school heads. Quantitative data were analyzed using descriptive statistics, while qualitative data were interpreted through content analysis. Findings revealed that school heads practiced a combination of directive, supportive, participative, and achievement-oriented leadership styles, with varying impacts on teachers’ job satisfaction. Supportive, participative, and achievement-oriented styles were associated with higher teacher motivation, engagement, and commitment. Teachers reported greater satisfaction when school heads communicated effectively, treated staff fairly, involved them in decision-making, and recognized their contributions. Directive leadership, when dominant, was perceived as authoritarian and less effective in enhancing teacher satisfaction. School-specific results showed School A favoring supportive leadership, School B participative, School C achievement-oriented, and School D predominantly directive. Qualitative interviews confirmed these findings, emphasizing that combining leadership styles according to situational needs enhances teacher morale and professional growth. The study concludes that adaptive leadership practices that prioritize support, participation, and achievement orientation are essential for promoting teacher satisfaction in public primary schools. It recommends that school heads involve teachers in decision-making, recognize their efforts, and provide guidance and resources to improve motivation, teaching quality, and overall school performance..