RELATIONSHIP BETWEEN ACHIEVEMENT-ORIENTED LEADERSHIP STYLE AND TEACHERS’ JOB SATISFACTION IN NAKURU COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v0i0.1968Keywords:
achievement-oriented leadership, job satisfaction, leadership, work relationshipAbstract
This study investigated achievement leadership style practiced by head teachers’ and job satisfaction of teachers’. The study was conducted among a random sample of 348 primary school teachers from Nakuru County, Kenya. A researcher developed questionnaire was administered and interview schedule. Correlation design was used for the study. Spearman’s coefficient correlation analysis was used to predict relationships between variables however; they were subjected to hypotheses test. The objective of the study was to examine the relationship between head teachers’ achievement-oriented leadership style and teachers’ job satisfaction in primary schools. Teacher job satisfaction is influenced by head teacher who demonstrates ultimate goal achievement to teachers’ through giving of challenging tasks and roles as well as creating confidence on followers. A conducive environment in school is vital for teachers who show lack of confidence in ability to complete a task and hence they need motivation in order for them to continue achieving towards the goals set. Moreover, achievement-oriented persons in leadership demonstrate that clear performance of high standards at work is vital and hence they show concern for subordinates’ confidence. Although school tasks need to be set on clear guidelines and standards of performance, routine tasks need to be made more challenging and followers made aware to focus on high standards. An achievement-oriented leader should often seek for continuous improvement from the subordinates. Spearman rho correlation coefficient relationship between head teachers’ achievement leadership style and teachers’ job satisfaction was found to be significant. The study concluded that achievement oriented leadership style practice by head teachers’ had a weak relationship although significant correlation to job satisfaction. In view of this foregoing teachers’ work need to be made more challenging and interesting to eliminate routine activities. The study recommended that schools should continue focusing on leadership practices as part of their professional learning and leadership development. This development enables to maintain a continuous supply of future leaders and sustainable leadership. Institutional heads need to learn more about human behavior as it impacts on teacher performance. Head teachers’ through their actions and attitudes should create an enabling environment which induces motivation on teachers towards achievement of desired goals.
Article visualizations:
References
Creswell, J. (2012). Educational Research: Planning, conducting and evaluating Quantitative and Qualitative research. (4th ed.). Boston: Pearson Education, Inc.
Daft, R.L. (2005). The Leadership Experience, Third Edition. Thomson- Southwestern, Vancouver. Management and Business Research, 11(6).
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
Gall, M.D., & Borg, W.R. (2007). Educational Research. Boston: Person.
Harris, M. B. (1998). Basic Statistics for Behavioral Science Research. Boston: Allyn and Bacon.
Hars, A., & Ou, S. S. (2002). Working for free? Motivations for participating in open- source projects. Internal Journal of Electronic Commerce, 6(3), 25-39.
Joo, Y. H. (2011). The Structural Analysis of the Effects of Distributed Leadership on Teacher Professionalism. A dissertation presented to University of Texas, Austin. December, 2011.
Jones, G., & George, K. (2011) Contemporary Management. New York: McGraw-Hill.
Kothari, C. R. (2011). Research Methodology: Methods and Techniques. (2nded.) New Delhi: New age international publishers.
Kreitner, R., & Knicki, A. (1995). Organizational behavior. (3rd ed.) Chicago: Irwin.
Krejcie, R. V., & Morgan, D.W. (1970).Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610.
Leana, P. M. (2013). Emerging Leadership Journeys vol. 6, ISS.1, pp. 13-44.
Lussier, R. N., & Achua, C. F. (2010). Leadership, Fourth Edition, South-Western Cengage Learning: Mason, USA
Maina, J. I. (2014). Influence of head teacher leadership development on implementation of inclusive education in public primary schools in Kiambu County, Kenya. Unpublished Doctor of Philosophy Thesis. University of Nairobi
Malik, H. S. (2013). Relationship between Leader Behaviors and Employees’
Job Satisfaction: A Path-Goal Approach. Pak J Commer Soc Sci. Pakistan Journal of Commerce and Social Sciences 2013, Vol. 7 (1), 209-222
Martin, R. (2012). Pathgoal Theory of Leadership Encyclopedia of Group Process and Intergroup Relations. Thousand Oaks, CA: SAGE Publications.
Mat, J. (2008). The influence of leadership style on internal marketing in retailing. Published Doctor of Philosophy thesis, University of Stirling.
Negron, D. (2008). A case study examining the relationship of the path-goal theory leadership styles to profits in El Paso, Texas, Rent-A-Center stores. (Doctoral dissertation). Capella University. Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3331408)
Northouse, P. G. (2010). Leadership: Theory and practice (5th edition). Thousand Oaks, CA: Sage.
Northouse, P. (2013). Leadership Theory and Practice. Thousand Oakes: Sage Publications, Inc.
Podsakoff, P.M., Bommer, W.H., Podsakoff, N.P., & MacKenzie, S.B. (2006). Relationships between leader reward and punishment behavior and subordinate attitudes, perceptions and behaviors: a meta-analytic review of existing and new research. Organizational Behavior and Human Decision Processes, 99(2), 113-142.
Robbins, S. P., Judge, T. A., & Campbell, T. T. (2010). Organizational behaviour. Pearson Limited Education.
Saowanee, S., Wallapha, A., & Tang, K. N. (2014). The impact of leadership styles of school administrators on affecting teacher effectiveness. Elsevier ltd. Procedia- Social and Behavioral Sciences 186 (2015) 1031-1037.
Schleicher, A. (2012), Ed., Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing
Silverthorne, C. (2001). A test of the path-goal leadership theory in Taiwan. Leadership and Organization Development Journal, 22(4), 151-158.
Yukl, G. (2010). Leadership in organizations (7th edition). Upper Saddle River, New Jersey: Prentice Hall.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
