Headteacher Leadership Style and Teacher Satisfaction in Public Junior Schools in Bangale Sub-County, Tana River County, Kenya

Abstract

This research examined the relationship between headteacher leadership style and teacher satisfaction in public junior schools within Bangale Sub-County, Tana River County, Kenya. The research utilised a positivist philosophy, with target population of 100 teachers and 25 headteachers working in public junior schools within Tana River County, Kenya. The study employed a census where all members of the defined population participated. The study used primary data collected using structured questionnaires. To ensure the validity of the research instruments, the study used content validity while reliability was tested using Cronbach's Alpha. The data was analysed quantitatively to yield descriptive statistics. Then Pearson’s Correlation analysis was employed to establish existence of relationship between headteacher leadership style and Teacher Satisfaction while linear regression was used to estimate a model to predict Teacher Satisfaction in terms of headteacher leadership style. Pearson correlation results revealed a moderate and statistically significant positive relationship between headteacher leadership style and teacher satisfaction in public junior schools within Bangale Sub-County, Tana River County, Kenya (r = .559, p = .000). Thus, headteacher leadership style has a statistically significant effect teacher satisfaction in public junior schools within Bangale Sub-County, Tana River County, Kenya. The study recommends that the Teachers Service Commission and Ministry of Education should implement regular, targeted leadership training focused on transformational practices such as mentorship, shared decision-making, and fostering innovation. This study benefits the Teachers Service Commission by providing insights to improve leadership training for headteachers, enhancing teacher satisfaction and retention. It also helps headteachers understand and adopt effective leadership styles that boost teacher morale and school performance.