THE RELATIONSHIP OF PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS JOB SATISFACTION IN JIGJIGA SECONDARY SCHOOL

Abstract

The primary aim of this research was to examine the impact of leadership style on teachers' job satisfaction in secondary schools located in Jigjiga city. To achieve this, a mixed-methods explanatory design was employed, integrating both quantitative and qualitative research approaches. The study utilized a combination of primary and secondary data sources to ensure a comprehensive analysis. A convenience sampling method was used to select teachers from the secondary schools in Jigjiga. Out of a total population of 200 teachers, 160 questionnaires were distributed, with 153 valid responses (95.6%) included in the analysis. Quantitative data were analyzed using SPSS software, version 26, employing descriptive statistics such as frequencies, means, and standard deviations, alongside multiple regression analysis to identify relationships between leadership styles and job satisfaction. The findings revealed a significant relationship between teacher job satisfaction and two leadership styles: transformational and laissez-faire. Notably, transformational leadership was found to have a stronger and more positive impact on job satisfaction compared to laissez-faire leadership. Additionally, the study identified transformational leadership as the most prevalent leadership style among school leaders in Jigjiga. Based on these findings, the researcher recommends that secondary school leaders in Jigjiga adopt a transformational leadership approach to enhance teacher job satisfaction, foster a more motivated workforce, and ultimately improve institutional performance