Essay: Role of leadership styles and job satisfaction among secondary school teachers

Introduction
The chapter five of the current study on the role of leadership styles and job satisfaction among secondary school teachers in Geita Town Council presents the summary of the findings, discussion, conclusions, limitations of the study and recommendations for the further research.
5.2 Summary of the Findings
The purpose of this study was to examine the role of leadership styles (authoritarian, democratic and laissez-faire) on job satisfaction among secondary school teachers in Geita Town Council, Tanzania. To achieve the purpose, three specific objectives were formed;
i. To determine the role of authoritarian leadership style on job satisfaction. Research findings established that authoritarian leadership style plays a negative role on teacher job satisfaction.
ii. To establish the role of democratic leadership style on job satisfaction. Research findings on this objective established that democratic leadership style plays a positive role on teacher job satisfaction.
iii. To find out the role of laissez-faire leadership style on job satisfaction of teachers. Research findings on this specific objective demonstrated that laissez-faire leadership style plays positive on teacher job satisfaction.
5.3 Conclusions and Discussion
5.3.1 Conclusions
The first specific objective of the study was to determine the role of authoritarian leadership style on job satisfaction. Based on the findings, the study concludes that authoritarian leadership style plays a negative role on job satisfaction of secondary school teachers in Geita Town Council. Authoritarian behaviors used by school leaders which negatively influence teachers’ motivation include giving orders, one-way communication model, making decisions alone and emphasis on standard rules.
The second specific objective was to establish the role of democratic leadership style on job satisfaction. Based on the findings, the study concludes that democratic leadership style plays a positive role on job satisfaction of secondary school teachers in Geita Town Council. Democratic behaviors used by school leaders which positively influence teachers’ motivation include collective decision making, being friendly and approachable, caring, consulting with subordinates when faced with problems, putting subordinates’ suggestions into practice and delegation of responsibilities.
The third specific objective was to find out the role of laissez-faire leadership style on job satisfaction of teachers. Based on the findings, the study concludes that laissez-faire leadership style plays a positive role on job satisfaction of secondary school teachers in Geita Town Council. Laissez-faire behaviors used by school leaders which significantly play positive role on teachers’ motivation include allowing teachers appraise their own work, allowing teachers complete freedom, no interference when teachers do their work, and teachers self monitoring.
5.3.2 Discussion
5.3.2.1 Authoritarian Leadership Style and Teacher Job Satisfaction
The study sought to determine the role of authoritarian leadership style on job satisfaction of teachers. According to Path-Goal theory, leaders might decide to be directive whereby they tend to tell subordinates exactly what they ought to do, define clear rules, set time limit for completion of a particular task, and formal authority is very strong. Authoritarian leaders always use imperatives like ‘Do what I tell you’.
The research findings showed that School heads used some elements of authoritarian leadership style such as scheduling the work, deciding what to be done by the teachers, giving orders, and observation of standard rules when exercising their leadership roles (see Table 4.4). This implies that some school Heads believed in McGregor’s theory X which perceives employees as lazy people who could not work unless they were closely supervised. Close supervision kills teachers’ autonomy and makes them lose confidence. When a teacher loses confidence, chances of making mistakes increase and the more they make mistakes the more fearful they become. The sense of fear among teachers leads to absenteeism due to lack of morale and job dissatisfaction.
Additionally, these findings agree with leadership style response by school Heads (see Table 4.7) which indicated that school Heads use some authoritarian leadership behaviors. Responding to the question which required them to identify factors which affect the level of motivation, teachers mentioned authoritarian behaviors such as making decision alone, giving orders and command and being too strict. This means that authoritarian leadership behaviors negatively impact on teacher job satisfaction. The research findings of this study were consistent with findings of other studies which the researcher reviewed in the literature. In their empirical study, as indicated in chapter two, on the relationship between leadership style and job satisfaction of teachers in Kenya, Kiboss and Jemiryott (2014) established that authoritarian leadership style had a negative correlation with job satisfaction of teachers. The fact that authoritarian leadership deprives teachers with autonomy, creativity and professional development, it can negatively affect teacher’s success which is one of the most powerful motivators.
Research conducted by Gaire and Bahadur (2016) on the effects of leader’s behavior on job performance in Nepal found out that authoritarian leadership style leads to reduced employees’ job satisfaction. It negatively influences employees’ job performance and job commitment and ultimately increases absenteeism and turnover intention among workers. This is due to the fact that employees are motivated by being independent, trusted, involved in decision making and in scheduling the work. Some school heads tell their subordinates not just what to do but how they must do it as well. Working under such leadership, teachers’ enthusiasm and creativity are negatively affected because the leader acts as the instructor instead of the facilitator. However, findings from this study did not concur with the findings made by Adeyemi and Adu (2013) who examined the relationship between Head-teachers’ leadership style and teachers’ job satisfaction in Nigeria. In their study, they found out that there was no significant link between authoritarian leadership style and teachers’ job satisfaction.
5.3.2.2 Democratic Leadership Style and Teacher Job Satisfaction
In this section the study aimed to establish the role of democratic leadership style on teachers’ job satisfaction. According to Path-Goal theory, democratic leaders (participative and supportive) are friendly and approachable, consult with subordinates about decisions, and integrate ideas of the subordinates in decision making. Moreover, a leader should strive to find ways of increasing their subordinates desire to teach in order to meet the school objectives. When the school leader endeavors to help their subordinates’ success, they foster motivation. If teachers are successful in their teaching, they develop positive beliefs in the teaching profession hence job satisfaction because it is human nature to enjoy doing something they are good at.
Findings from the field demonstrate that school Heads were more democratic (see Tables 4.5 and 4.8). Moreover, democratic leadership style was mentioned by teachers as the best leadership style which improves teachers’ job satisfaction. Despite the fact that school leaders were more democratic findings still indicated that teachers were not satisfied with their jobs (see Table 4.10). This implies that if other factors for employees’ job satisfaction are neglected, democratic leadership style alone is not a panacea for employees’ job dissatisfaction. Findings of this study have revealed that teachers’ major concern is low salary and that the working environments are so poor that teachers are ready to quit teaching and look for other jobs (see Table 4.10). Nevertheless, democratic leadership style plays a significant positive role on teacher job satisfaction. These findings agree with other findings reviewed in the empirical literature. As indicated in chapter two, Adeyemi and adu (2013), examined the relationship between Head-teachers’ leadership styles and job satisfaction of teachers in Nigeria and found out that there was significant positive relationship between democratic leadership style and teachers’ job satisfaction. This is true because democratic leaders are friendly and approachable. Under democratic leaders, employees are free to consult their leader whenever they feel necessary to and when they are facing work related challenges.
A study conducted in Pakistan by Bhatti et al. (2012) on the impact of democratic leadership on job satisfaction found out that democratic leadership increases job satisfaction and stimulates commitment of teachers. When democratic leadership is used, mutual respect between employees and the leader prevails. This leads to the teacher being active and enthusiasm, friendly to the administration and high commitment. Likewise, findings from Gaire and Bahadur (2016) study indicated that democratic leadership style leads to high employee productivity due to improved commitment, job satisfaction, and cooperation. Furthermore, Kiboss and Jemiryott (2014) study found out that most of secondary school teachers in Nandi South district in Kenya were satisfied with their jobs. They cite headteacher’s democratic leadership style as the factor for this satisfaction. Additionally, Wambui (2014) conducted a study on the effects of Principals’ leadership behavior on teacher motivation in Kenya. He found out that democratic leadership style had positive impact on teacher motivation.
5.3.2.3 Laissez-Faire Leadership Style and Teacher Job Satisfaction
The study aimed to find out the role of Laissez-faire leadership style on teacher job satisfaction. Research findings indicated that least Laissez-faire leadership style elements were being used by school Heads (see tables 4.6 and 4.9). Although most of the studies reviewed in the literature indicate no positive link between laissez-faire leadership style and employees’ job satisfaction, findings from this study demonstrate that some laissez-faire leadership behaviors play a positive role on job satisfaction. Autonomy and self appraisal, for instance, were mentioned by teachers as factors for job satisfaction. These research findings agree with Wambui (2014) who investigated effects of Principals’ leadership behaviors on teacher motivation in Kenya. His study established that laissez-faire leadership behaviors had positive impact on teacher motivation.
On the other hand, some studies Adeyemi and adu (2013), and Chaudhry and Javed (2012) indicate that laissez-faire leadership does not positively influence job satisfaction of employees because leaders avoid responsibility, they delay decisions, they don’t provide feedback, and they make no effort to meet the needs of the subordinates. This is true because teachers cannot be treated equally since they differ in such issues like age, experience, level of education and sex. This necessitates the need for individualized considerations. According to the Path-goal theory, a leader should be readily available to the subordinates to support them and remove obstacles which might affect their effectiveness. In so doing, leaders improve teachers’ level of motivation hence job satisfaction of teachers. Since laissez-faire leader’s presence is not felt by their subordinates, it plays a negative role on employees’ job satisfaction as proved by Adeyemi and adu (2013) who examined the relationship between the Head-teachers’ leadership styles and teachers’ job satisfaction in Nigeria. In their study, they found out that there was no significant relationship between laissez-faire leadership style and teachers’ job satisfaction. Likewise, Chaudhry and Javed (2012) investigated the impact of laissez-faire leadership style on motivation in Pakistan and found out that the level of motivation in laissez-faire leadership style is low because the presence of the leader is not felt by the subordinates.
5.3.4 Factors Affecting Teachers Level of Motivation
In this part, the study sought to establish factors which affect teachers’ level of motivation. It was found out that leadership styles play both negative and positive role on the level of motivation. Research findings revealed that teachers’ level of motivation is negatively affected by low salary, poor working environment, inadequate or lack of teachers’ houses, lack of extra duty and teaching allowances, heavy work load, lack of transport allowance, autocratic leadership, orders from the school heads, lack of autonomy, poorly managed appraisal, and unpaid teachers arrears. Findings in other studies reviewed in the literature demonstrated that there was significant relationship between employees’ job satisfaction and motivation. Nyange (2013) who investigated factors influencing teachers’ job satisfaction in public secondary schools’ in Kenya found out that remuneration, work condition, promotion, recognition and supervision. Additionally, Kosteas, (2011) examined job satisfaction and promotions. He found out that promotions have impact on job satisfaction of employees.
Furthermore, Knox and Anfara (2013), citing Lester, (1987) put forward nine variables that contribute to teacher job satisfaction: security, recognition, colleagues, working conditions, pay, responsibility, the work itself, advancement, and supervision/leadership. Lane, Esser, Holte and McCusker (2010) had similar conclusions as they asserted that job satisfaction is a complex phenomenon which is influenced by such factors like autonomy, working environment, communication, salary, and organizational commitment. Findings from these studies are consistent with the findings made by this study. This study established that teachers were not satisfied with their jobs. Respondents attributed their job dissatisfaction to low salary, poor working environment, inadequate or lack of teachers’ houses, lack of extra duty and teaching allowances, heavy work load, lack of transport allowance, and unpaid teachers arrears.
5.4 Implications from the Study
Teachers are the most important asset of the nation. To be more effective, teachers need to be happy with their jobs. It is the role of the government, therefore, to make sure that problems which threaten teachers’ job satisfaction are dealt with tirelessly.  To solve the existing problem, the ministry of Education should seek every possible way to improve job satisfaction of secondary school teachers by improving working conditions and paying them handsome salary that enables them meet their basic needs and fulfill their individual dreams.
5.5 Limitations of the Study
The following limitations were encountered by a researcher when conducting the study; financial problem: The whole process of conducting the study involved money to meet the cost of printing, photocopying, internet access, and payment of transport during the process of data collection. The researcher found it difficult to accomplish the process as early as possible because of insufficient funds.
Time limit; time allocated for data collection, data analysis and writing the research report was not enough. This forced the researcher to work extra time.
5.6 Recommendations for Further Research
For the sake of generalization, similar studies should be conducted in other parts of the United Republic of Tanzania to find out whether the findings of this study can be generalized to the entire country. Furthermore, since the current study focused solely on public secondary schools, there is a need for similar studies to be conducted in private secondary schools to find out the dominant leadership styles employed by the school heads and their impact on teachers’ motivation. Finally, subsequent researchers may focus on how leadership styles by the school head influence students discipline and academic performance in schools.