Effectiveness of the Head of Schools Leadership Styles: A Focus on Teachers’ Job Satisfaction in Catholic Secondary Schools in Moshi District, Tanzania.

Joycejosephina Raymond Kway; Kalafunja Osaki

doi:10.61227/jtlc.v1i2.229

Authors

Joycejosephina Raymond Kway Holy Cross Primary School
Kalafunja Osaki Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/jtlc.v1i2.229

Keywords:

Leadership Styles, Job Satisfaction, Democratic Leadership, Catholic Secondary Schools

Abstract

This study investigated the effectiveness of leadership styles employed by Heads of Schools, with a focus on teachers’ job satisfaction in selected Catholic secondary schools in Moshi District, Tanzania. The research aimed to achieve three main objectives: to assess how servant, democratic, and laissez-faire leadership styles can enhance job satisfaction; to identify the dominant leadership styles used by Heads of Schools and their impact on teachers' job satisfaction; and to examine the relationship between specific dimensions of the delegative leadership style and various aspects of job satisfaction. Guided by Path-Goal Theory and Maslow’s Hierarchy of Needs, the study adopted a mixed-method approach. Specifically, a convergent parallel mixed research design was utilized, where quantitative and qualitative data were collected simultaneously. The sample comprised 4 Heads of Schools, 4 academic teachers, 62 teachers, and 60 student leaders, totalling 130 respondents. Sampling was conducted through both purposive and random techniques. Data were collected using questionnaires, in-depth interview guides, and observation guides. The findings revealed that teachers preferred democratic and transformational leadership styles, which allow for participation in decision-making and full engagement in school activities. However, the study found that authoritative leadership was predominantly practiced by the Heads of Schools, which restricted teachers' ability to fulfil their responsibilities freely. Furthermore, it was observed that teachers were often excluded from decision-making processes and faced an overload of tasks, leading to job dissatisfaction. In light of these findings, it is recommended that the Educational Department of the Catholic Diocese conduct training, mentoring, and coaching for school heads on democratic and transformational leadership styles. Such training should focus on involving teachers in decision-making processes, delegating responsibilities, motivating staff, and appreciating their contributions. These measures are expected to enhance teachers' job satisfaction and overall effectiveness within the schools.

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