Principals' Leadership Behaviours and Teachers' Job Satisfaction in Akwa Ibom South Senatorial District

Abstract

The study examined principals' leadership behaviours and teachers' job satisfaction in public secondary schools in Akwa Ibom South Senatorial District, Nigeria. To guide the study, two objectives, two research questions and two null hypotheses were formulated. The study adopted an ex-facto research design. The population of the study comprised all 1226 teachers from public secondary schools in Akwa Ibom South Senatorial District. The sample size was 555 teachers selected through stratified and purposive sampling techniques. Data collection was done through researcher-developed instruments tagged “Principals' Leadership Behaviour Questionnaire (PLBQ)” and “Teachers' Job Satisfaction Questionnaire (TJSQ)”. The instruments were validated by three experts from the Departments of Educational Foundations and Curriculum Studies/Educational Management and Planning in the Faculty of Education, University of Uyo. The reliability of the instruments was tested using Cronbach's alpha analysis, which yielded reliability coefficients of .74 and .67 for the independent and the dependent variables, respectively, which were high enough to justify the reliability of the instruments. Regression analysis coefficient was used to answer the research questions, while simple linear regression analysis was used to test the hypotheses at .05 level of significance. All the null hypotheses were rejected, indicating a significant level of prediction between principals' leadership behaviour and teachers' job satisfaction in public secondary schools in Akwa Ibom South Senatorial District, Nigeria. Based on the findings, it was recommended, among others, that principals should adopt a transformational leadership behaviour to create a humorous atmosphere where teachers are inspired to express intellectual stimulation in order to enhance teachers' job satisfaction.