Universal Journal of Educational Research Vol. 4(5), pp. 980 - 988
DOI: 10.13189/ujer.2016.040507
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Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools

Fabian W. Nyenyembe ^1,*, Ralf Maslowski ², Beatrice S. Nimrod ¹, Levina Peter ^3
1 Department of Education, Korogwe Teachers College, Tanzania
² GION, University of Groningen, Netherlands
³ Department of Education, The Mwalimu Nyerere Memorial Academy, Tanzania

ABSTRACT

This study explores the relationship between leadership styles applied by school heads and teachers' job satisfaction in Tanzanian secondary schools. Using a questionnaire, data in this study was collected from 180 teachers in ten secondary schools in Songea District in Tanzania. The most salient finding of this study revealed that teachers were more satisfied with their job when their school heads work closely with them by mentoring them as well as paying attention to their personal well-beings. This study challenges the relevance of transformational and transactional leadership in Tanzanian schools by suggesting that good leadership encompasses both 'transformational' and 'transactional' styles.

KEYWORDS
Leadership Styles, Job Satisfaction, Secondary Education, Tanzania

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Fabian W. Nyenyembe , Ralf Maslowski , Beatrice S. Nimrod , Levina Peter , "Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools," Universal Journal of Educational Research, Vol. 4, No. 5, pp. 980 - 988, 2016. DOI: 10.13189/ujer.2016.040507.

(b). APA Format:
Fabian W. Nyenyembe , Ralf Maslowski , Beatrice S. Nimrod , Levina Peter (2016). Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools. Universal Journal of Educational Research, 4(5), 980 - 988. DOI: 10.13189/ujer.2016.040507.