Abstract:
The study was conducted to compare the impact of principals’ leadership
styles on job satisfaction of teachers. The instruments used for this study were the
Leadership Styles Measurement Questionnaire (LSMQ) and the Job Satisfaction
Scale for Teachers (JSST). The sample of the study was 352 principals and secondary
school teachers working under their headship in public sector secondary schools in
the province of Punjab, Pakistan. Completed questionnaires were returned from 310
principals and 1188 teachers. So, the response rate was 88%. Data were analyzed by
using SPSS version 15 to test the null hypotheses. T -test and one way ANOVA were
applied. Statistical and descriptive evidences of the study concluded that 82% of
school principals use a democratic style of leadership and only 18% use an autocratic
style of leadership. Male and female heads have demonstrated significant differences
in their leadership styles. Teachers working under a democratic style of leadership
were more satisfied than teachers working under an autocratic style of leadership.
When male and female arts teachers were compared on both styles, there was a
significant difference as female teachers were more satisfied. Overall female teachers
were more satisfied with their pay, work, working conditions, colleagues, promotion,
teaching profession, and supervision than males. Age, qualification, experience,
academic work, refresher courses, number of teachers and students in school, and
posting had no significant impact on job satisfaction levels of teachers.
