Relationship between School Principal’s Leadership Behavior and Teacher’s Job Satisfaction in Secondary Schools in Puntland, Somalia
DOI:
https://doi.org/10.54536/ajmri.v4i1.4075Keywords:
Bari, Employee Satisfaction, Principal-Teacher Relationship, Puntland Education System, Sanaag, School LeadershipAbstract
This study explored the association between school principal’s leadership behaviour and teacher’s job satisfaction in secondary schools in the Puntland, Somalia. A quantitative approach with a correlational design was employed. The target population comprised 14 governmental secondary schools, and a sample of 12 schools was selected. Out of 240 teachers, 140 (70 from each region) were chosen through census and proportional stratified sampling techniques. Two questionnaires were used: a self-developed Effective Leadership Behaviour Questionnaire for principals and the Minnesota Satisfaction Questionnaire for teachers. Using descriptive and inferential statistics like Pearson’s correlation coefficient, two independent t-tests, and one-way ANOVA, the data were analysed using SPSS. The findings revealed that change-oriented leadership behaviour was the most dominant (M = 4.0, SD = .85). Overall, principals displayed a moderate level of effective leadership (M = 3.20, SD = .80), and schools showed no significant differences in this regard (F(11, 140) = 0.145, p = 0.99). Teacher’s job satisfaction was also moderate (M = 3.20, SD = 0.86), with individual variations. Teachers’ job satisfaction and principal’s leadership behavior had a weak but positive and significant connection (r = 0.196, p = 0.020). Principals were found to practice task- and change-oriented leadership more frequently than relation-oriented leadership. The study recommends that principals improve their relation-oriented leadership to enhance teachers’ job satisfaction. Implications and future research directions are discussed.
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