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Percentages of Democratic Leadership Style in use of best and poor performing school. Source: Research Field data, 2013.
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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...
Contexts in source publication
Context 1
... findings indicated that the use of democratic leadership style in Songea and Morogoro districts differed according to school performing category. Best performing schools use more democratic leadership style as identified in Figure 1 and 2. Data in figure 1 indicates that best performing schools use more democratic leadership style (67%) compared to least performing schools (33%) in Morogoro and Songea districts. This implies that head teachers' in the study area should emulate and foster use of democratic leadership style as a means to influence teachers' job satisfaction. ...
Context 2
... findings indicated that the use of democratic leadership style in Songea and Morogoro districts differed according to school performing category. Best performing schools use more democratic leadership style as identified in Figure 1 and 2. Data in figure 1 indicates that best performing schools use more democratic leadership style (67%) compared to least performing schools (33%) in Morogoro and Songea districts. This implies that head teachers' in the study area should emulate and foster use of democratic leadership style as a means to influence teachers' job satisfaction. ...
Citations
... 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. ...
... 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. ...
Leaders' capabilities have positive impact on employees' behaviors and engagement that lead to several benefits, including increased productivity, improved individual and organizational performance, and heightened organizational commitment. Aim: The present study aimed to examine the relationship between academic leaders' capabilities and staff work engagement. Design: Descriptive correctional design was
utilized in this study. Setting: The present study was carried out in a Faculty of Nursing, Cairo University. Sample: Convenient sample of 103 academic staff who was working in different departments constituted the study sample Tools: Two tools were adopted and used for data collection: Global Executive Leadership Inventory (GELI) was designed to measure leadership capabilities and job engagement questionnaire to measure the staff engagement job of the faculty. Results: Showed that, faculty staff had high perception of their leaders' capabilities as well as their work engagement. The main academic leaders' capabilities as perceived by faculty staff were visioning, emotional intelligence followed by Team building. Conclusion:
There was a highly statistically significant positive correlation between academic leaders' capabilities and faculty staff work engagement. Recommendations: The leaders' capabilities could be assessed during manager selection processes to ensure that those recruited are promoted into management positions and leaders need to develop strategies to deal with the need of those faculty staff that were unengaged in their work.
... According to Sargent and Hannum (2005) more available resources for teaching and learning, opportunities for professional collaborations as well as workload contribute to teachers' professional satisfaction, while in Nyagaya's (2015) research, teachers express dissatisfaction with workload and working conditions regarding the logistical infrastructure of the classrooms. Also, in another survey of primary schools in Tanzania, teachers are less satisfied in schools with low school performance, while more satisfied in those with high school performance (Machumu & Kaitila, 2014). Perie and Baker (1997) found that the more favorable the working conditions, the higher the job satisfaction of teachers. ...
... Similar studies were conducted Ali & Dahie (2015) Leadership style has a significant and positive effect on teacher job satisfaction in a secondary school in Mogadishu, Somalia. Research of Machumu & Kaitila (2014) Finding a democratic leadership style is one that promotes high teacher job satisfaction. While research of Ch, Ahmad, Malik, & Batool (2017), There was a significant relationship between democratic leadership styles and teacher job satisfaction, while autocratic leadership styles had no effect. ...
Based on basic education data (DAPODIK) at the high school level in Bekasi Regency in the Odd Semester of the 2022/2023 Academic Year, the number of students of 44 public high schools in Bekasi Regency reached 45,043 students. This means that as many as 77.85% of students attend public high schools. While the number of students attending private high schools is only around 12,811 students (22.15%). As a result, as many as 60 private high schools were declared unhealthy/unhealthy, due to a shortage of students. If this continues, it is likely that in the following year, many private high schools in Bekasi Regency will close because they do not get students. Of course, this must be overcome with a strategy to improve the quality of schools, one of which is to improve the performance of private high school teachers through job satisfaction. The purpose of this study was to determine the influence of the principal's leadership and school culture on the job satisfaction of private high school teachers in Bakasi District. This study used a quantitative approach with an explanatory method with a population of all private high school teachers in Bekasi Regency totaling 848 people. Data was collected using questionnaires and analyzed using path analysis. The results of the pathway analysis showed that there was a positive influence of the principal's leadership on teacher job satisfaction. The percentage of influence contribution is 37.5%. This means that the magnitude of the influence of the principal leadership variable (X1) on teacher job satisfaction (Y) is 37.5%. The results of the pathway analysis show that there is a positive influence of school culture on teacher job satisfaction. The percentage of influence contribution is 43.7%. This means that the magnitude of the influence of school culture variables (X2) on teacher job satisfaction (Y) is 43.7%.
... Hickman (2017, p. 9) defines a leadership style as "the manner and approach of supplying direction, implementing plans, and inspiring people". Machumu and Kaitila (2014) argue that leadership styles determine the level of teachers' job satisfaction. This section of the article concisely discusses some leadership styles that are a prominent feature in school management literature. ...
The article reports on the findings of a qualitative inquiry involving a sample of nine (9) teachers (three participants per school) drawn from three schools within the locality of three education circuits of Emalahleni in Mpumalanga Province (South Africa). The primary objective of the article was informed by the paucity of literature that establishes an intersection between Indigenous epistemologies of Ubuntu philosophy, instructional leadership and the sharing process of knowledge management within the domain of primary and secondary education. By eliciting teachers’ views on heads of departments’ (HODs’) curriculum leadership practices, the article attempts to narrow down the knowledge gap on the topic of instructional (herein referred to as curriculum) leadership— a domain whose preoccupation often slants towards the principal’s role at the exclusion of other key stakeholders within the school ecology. In terms of the findings, democratic (participative), autocratic, transactional, transformational and managerial (in no particular order) leadership styles were found to have been used by individual HODs alongside instructional leadership style to strengthen their curriculum leadership role. It however, became apparent that both participative and transformational leadership styles sufficiently promoted the ethos of Ubuntu in HODs’ curriculum leadership role and thus enhanced curriculum delivery processes and knowledge sharing behavior among teachers as well as between HODs and teachers. The findings of the article demonstrate how a non-adversarial intersection between indigenous and mainstream leadership practices, might add an impetus to HODs’ curriculum delivery and knowledge sharing leadership role in under-resourced schooling contexts.
... Therefore, it could be seen that the instructors negatively view the three leadership styles, but statistics lean vis-à-vis the third leadership style, "Laissez Fair Style ."This result contradicts (Kiboss & Jemiryott, 2014;Machumu & Kaitila, 2014;Munir & Iqbal, 2018), who concluded that the dominant leadership type in their studies is the democratic leadership style. It also contradicts the results of Awan and Mahmood (2010), who found that the most dominant leadership type in university libraries in Pakistan is the autocratic style. ...
p style="text-align: justify;">This study aims to identify the dominant leadership styles of chairs from the perspective of faculty members in different college departments in higher education in the UAE. Furthermore, the study aims to identify the teachers' perceptions of leadership styles that affect their job satisfaction. The study used quantitative means with faculty members in different higher educational settings in the UAE. The survey used a five-point Likert scale. The leadership styles have values (completely agree =5, agree = 4, neutral =3, disagree=2, completely disagree=1). The job satisfaction questions have values (completely satisfied =5, satisfied = 4, fairly satisfied =3, dissatisfied =2, completely dissatisfied=1). The chosen subjects were faculty members from different colleges. Those subjects are 135 university teachers who are divided into four age groups. The data revealed no dominant leadership styles in the colleagues from faculty members' perspectives; however, the statistics lean towards the laissez-faire leadership style. It also reveals correlations between the three leadership styles and job satisfaction. The democratic leadership style has the greatest impact and most significant environment and incentives among the three independent variables.</p
... Mafwimbo (2014) found that democratic leadership style was the most preferred type of leadership because it increases teachers' job satisfaction in their study on the impact of leadership styles on teachers' work happiness in primary schools in Songea and Morogoro Districts. It went on to say that democratic leadership was the best at fostering high work satisfaction among elementary school teachers.According toEmmanouil et al. (2014)'s study on the subject, educational leaders' involvement in classroom instruction has a positive impact on the educational process. ...
Purpose: Any organization's leadership effectiveness is a determining factor in whether or not it is successful. Effective leadership is essential in today's society since job switching and/or attrition rates are on the rise due to the increasingly competitive environment. Optimal productivity and effectiveness in achieving of organization’s objectives are ensured by effective good leadership. The purpose of this research is to summarise and analyse administrative leadership styles and teacher effectiveness in educational institutions. Theoretical Framework: It contains many studies undertaken by various scholars on administrative leadership styles, teacher effectiveness and their performance in educational institutions. Design / Methodology / Approach: This is the review article. The secondary sources used to develop this study were journals and publications. In order to convey the significance of the research issue, a descriptive research design is used to interpret the data and findings. Findings: Teachers' effectiveness is totally impacted by the leadership style of educational institutions of the administrators. The effectiveness of teachers was found to be influenced by the leadership styles used by administrators of educational institutions. According to research, school administrators who employ transformational leadership are the most successful to improve teachers' effectiveness, whereas autocratic (dictatorial) and laissez-fair (unchallenged) leadership was proven to have a negative effect on teachers' performance and effectiveness. Research, Practical and Social implications: Employee morale, productivity, the speed of decision-making, and other important areas are all impacted by a leader's style on the organization. Successful leaders do this by thoroughly analyzing issues, evaluating the competence of their staff, weighing their options, and coming to a well-informed decision. Originality/ Value: The study's contribution is in assisting administrators and teaches in identifying effective teaching methods and leadership styles and putting them into practice in the workplace.
... In his investigation into the relationship between primary school head teachers' democratic styles of leadership and teacher job satisfaction in Ekiti State, Nigeria, Adeyemi (2013) found a significant correlation between these two variables In order to improve teacher job satisfaction, it was determined that head teachers of primary schools in the state of Ekiti should employ a democratic style of leadership. Haruni and Mafwimbo (2014) in their study titled "Influence of leadership styles on teachers' job satisfaction in primary schools in Songea and Morogoro Districts" discussed that democratic leadership style was the most used style of leadership because it leads to teachers' job satisfaction. It further specified that democratic style of leadership was the one which develop high satisfaction of teachers on their job among primary school teachers. ...
... It was concluded that head teachers' of primary schools in Ekiti state are recommended to make use of democratic style of leadership for the enhancement of better job satisfaction among teachers'. The results of this study are supported by Haruni and Mafwimbo's (2014) study, Influence of Leadership Styles on Teachers' Job Satisfaction in Primary Schools in Songea and Morogoro Districts, which found that democratic leadership style, was the most popular style of leadership because it promotes teachers' job satisfaction. It went on to say that democratic leadership was the best at fostering high job satisfaction among primary school teachers. ...
Aim: This study intended to investigate the relationship between principal’s participatory leadership approaches and teacher effectiveness in Fako Division, Cameroon. Methods: Given a correlational design purpose, data were assembled by drawing a sample of six hundred (600) that is 588 teachers and 22 principals spread across five (5) sub-divisions in Fako Division Cameroon. The first instrument titled “Questionnaire for Principal’s Participatory Leadership Approaches” (QPPLA) comprises three subscales all reflecting a high degree of internal consistency, namely, participatory decision-making (α = 0.843), democratic leadership (α = 0.759), and collective leadership (α = 0.834). The second tool, Questionnaire for Teacher Effectiveness (QTE), also indicates good reliability (α = 0.813). Regarding the verification of the research questions and hypotheses, Pearson's correlation coefficient was subsequently performed at the significance level of p < 0.05. Results: The study found that participatory decision-making, democratic leadership and collective leadership styles significantly exerted a strong and positive impact on teacher effectiveness. Ultimately, the findings suggest that the principals should properly use the combinations of participatory decision-making, democratic leadership and collective leadership styles since they are significant in teacher effectiveness in secondary schools in Fako Division, Cameroon. Conclusion: The study concluded that there is a strong relationship between principal’s participatory leadership approaches and teacher effectiveness. Recommendation: This study recommend principals to enhance and foster teacher effectiveness by adopting participatory leadership approaches in schools.
... This is in line with the findings of South African Consortium for Monitoring Education Quality (SACMEQ, 1998) survey in Namibian secondary schools which noted that the management style of a principal determines the extent to which both teachers and students would enthusiastically work toward the achievement of school goals. Similar studies in Israel by Bogler (2001), Bangladesh by Tasnim (2006), Tanzania by Nguni, Sleekers and Denessen (2006), Uganda by Anguyo (2014) and Muchumu and Mafwimbo (2014), Pakistan by Azhar and Fareena (2016), in Lashore by Malik and Ayesha (2017) and in Nigeria by Okecha and Obujuwa (2018) supported the above view. ...
While there is a general agreement the world over, that the principal’s leadership style has a remarkable effect on teachers’ job satisfaction, little is known about Kenya, particularly in the area of full-range leadership. The purpose of this study was to examine principals’ leadership styles and their relationship with teachers’ job satisfaction in public secondary schools in Siaya, Kisumu, and Kajiado counties, Kenya. The study was guided by the Full Range Leadership theory and Herzberg’s two-factor theory. The study adopted a correlation research design. The target population comprised of all the 397 principals, 389 deputy principals, 1,190 heads of departments, and 2,208 teachers in public secondary schools in Siaya, Kisumu, and Kajiado counties who had served for at least two years in the same school. Proportional stratified and simple random sampling was used to sample 39 secondary school principals, 35 deputy principals, 97 heads of departments, and 181 secondary school teachers giving a total of 352 respondents. The data for this study was collected using Teacher Job Satisfaction Survey Questionnaire which assessed the intrinsic and extrinsic factors of job satisfaction. The Multifactor Leadership Questionnaire Form 5X was used to classify the leadership styles of principals as laissez-faire, transformational and transactional. The data was condensed and summarized before being analyzed using Pearson Product Moment Correlation Coefficient. The findings of the study established a positive and significant correlation between transformational leadership style and teachers’ job satisfaction, no significant correlation between transactional leadership style and teachers’ job satisfaction, and a negative significant correlation between laissez-faire leadership style and teachers’ job satisfaction. The study concluded that the leadership style practiced by a principal has a significant effect on teachers’ job satisfaction. It was recommended that Teachers’ Service Commission should organize regular teacher professional development programs to train principals on the importance of using transformational leadership styles as opposed to transactional and laissez-faire leadership styles.
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... Thus, it may be said that leaders are required to establish good relationships with those under their control (Solomon & Steyn, 2017) through proper communication and motivation. Being compelled to work under a certain type of leadership will undoubtedly have a negative impact on educators (Machumu & Kaitila, 2014). ...
The purpose of this study was to explore the impact of School Management Teams (SMT) on educator job satisfaction in the Free State Province of South Africa. A school's learning environment depends on educators because they are directly involved in knowledge transfer. The SMT have a duty to create a school atmosphere in which a classroom educator can perform his/her job confidently and safely. The target population for this research study was SMT members (Heads of Department, Deputy Principals and Principals), as well as post level one educators (educators) from rural and urban schools. The explanatory sequential mixed method approach was used to collect data. Stratified random sampling was used during the quantitative phase via questionnaires, while purposive and convenience sampling were used for the qualitative phase via semi-structured focus group interviews. A significant finding was that consideration should be given to redesigning initial and in-service training programs for SMTs to incorporate leadership practices focused on building supporting relationships, setting guidelines, building positive school cultures, encouraging teamwork, involvement and team building.
... Conversely, Atsebeha (2016) discovered that supportive leader behavior has a reasonably large impact on teacher productivity in Tigray primary schools, Ethiopia. Numerous additional studies on this remarkable phenomenon were done (Somech, 2005;Mwangi, 2013;Machumu and Kaitila, 2014;Okoji, 2016;Wachira et al., 2017). ...
