A Comparative Study of the Impact of Principals' Leadership Styles on the Job Satisfaction of Teachers Asif Iqbal
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A COMPARATIVE STUDY OF THE IMPACT OF PRINCIPALS’ LEADERSHIP STYLES ON THE JOB SATISFACTION OF TEACHERS ASIF IQBAL Dr./2004-22 INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF THE PUNJAB LAHORE A COMPARATIVE STUDY OF THE IMPACT OF PRINCIPALS’ LEADERSHIP STYLES ON THE JOB SATISFACTION OF TEACHERS ASIF IQBAL SUBMITTED IN THE PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, IN EDUCATION AT THE INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF THE PUNJAB LAHORE June 2010 i DEDICATION I dedicate this work to all those intellectuals, researchers, and inventors on the GLOBE who are participating and sharing their knowledge to make this world peaceful and prosperous regardless of the race, region, and religion. ii Accepted by the Faculty of Institute of Education and Research, University of the Punjab, Lahore in partial fulfillment of the requirement for the degree of Doctor of Philosophy in Education. --------------------------- Director Doctoral Committee: ________________ Chairman ________________ Member ________________ Member ________________ Consultant Dated: iii DECLARATION I certify that all material in this dissertation which is not my own work has been identified and cited properly and that no material is included which has been submitted for any other award or qualification. Signature Date iv ABSTRACT The study was conducted to compare the impact of principals’ leadership styles on job satisfaction of teachers. The instruments used for this study were the Leadership Styles Measurement Questionnaire (LSMQ) and the Job Satisfaction Scale for Teachers (JSST). The sample of the study was 352 principals and secondary school teachers working under their headship in public sector secondary schools in the province of Punjab, Pakistan. Completed questionnaires were returned from 310 principals and 1188 teachers. So, the response rate was 88%. Data were analyzed by using SPSS version 15 to test the null hypotheses. T -test and one way ANOVA were applied. Statistical and descriptive evidences of the study concluded that 82% of school principals use a democratic style of leadership and only 18% use an autocratic style of leadership. Male and female heads have demonstrated significant differences in their leadership styles. Teachers working under a democratic style of leadership were more satisfied than teachers working under an autocratic style of leadership. When male and female arts teachers were compared on both styles, there was a significant difference as female teachers were more satisfied. Overall female teachers were more satisfied with their pay, work, working conditions, colleagues, promotion, teaching profession, and supervision than males. Age, qualification, experience, academic work, refresher courses, number of teachers and students in school, and posting had no significant impact on job satisfaction levels of teachers. v ACKNOWLEDGEMENTS In the name of Allah Almighty Who has given me the knowledge and will power to complete the most intricate chore. I would like to thank Prof. Dr. Mahr Muhammad Saeed Akhtar, the supervisor of my thesis to inspire me day and night openly as well as with his silent prayers to complete the work. Without his visionary guidance and silent instigation, it is impossible for me to succeed. My parents and family deserve my thanks, especially my kids Ahtisham, Qurat-ul-Ain, and Uzair who sacrificed the sources of time and money and energize me with silent prayers to dive into deep sea of knowledge. The best group of my colleagues and friends who are always with me in the need of hour deserve special thanks. To day I feel myself at that stage of knowledge which is self actualization. I pray to God to give me the enthusiasm to devote myself in serving the humanity towards the right path. The group of principals and secondary school teachers have deserved for special thanks who participated voluntarily to accomplish the task with out any incentive for this materialistic world but open their balance for hereafter. Highly qualified faculty of my department deserve special thanks whose expert guidance made me successful. I would like to pay best compliments to my colleague Syed Zubair Ahmed Shah for analysis and interpretation of data. All those persons who participated and decorated the work in different ways earn special thanks. Higher Education Commission is also credited for financial support. A. I. vi LIST OF CONTENTS CHAPTER TOPICS PAGE 1 INTRODUCTION 1 Statement of the Problem 4 Objectives of the Study 4 Hypotheses 4 Significance of the Study 5 Delimitations of the Study 6 Operational definitions 6 2 REVIEW OF RELATED LITERATURE 8 Definitions of leadership 8 Forms of leadership 10 Features of leadership 10 Functions of leadership 11 Sources of leader power 11 Chronological emergence of leadership studies 12 Perspectives of leadership 13 Prominent studies of leadership 14 The IOWA leadership studies 14 The Ohio State leadership studies 15 The Michigan studies on leadership styles 16 Difference between leadership and management 17 Difference between leadership style and behaviour 17 vii Leadership styles 18 Autocratic leadership style 18 Democratic leadership style 20 Laissez faire leadership style 21 Women and leadership 21 Leadership in an international context 23 Research on autocratic and democratic leadership styles 25 Job satisfaction 28 Definitions of job satisfaction 28 Significance of job satisfaction 28 Factors of job satisfaction 29 InterpersonalTheories of job factors satisfaction 30 Intrinsic factors 30 Extrinsic factors 31 Theories of job satisfaction 32 Maslow’s hierarchy of needs 33 Herzberg’s two-factor theory 33 Alderfer’s ERG theory 34 McClelland’s theory of needs 35 Measurement of job satisfaction 35 Dimensions of job satisfaction 35 Salary 36 Promotion 37 Supervision 37 viii Work 38 Work group or colleagues 38 Working conditions 39 Personal determinants of job satisfaction 40 Gender 40 Rural and urban work site 42 The role of teacher 42 The role of student 43 The school size and environment 43 Policy 44 Teacher absenteeism 45 Job satisfaction and educational level 45 Job satisfaction and professional level 46 Rank and job satisfaction 46 Age and job satisfaction 47 Job satisfaction and tenure 48 Experience and job satisfaction 48 Public and private sector 49 Job satisfaction in an international context 49 Leadership styles and teachers’ job satisfaction 51 3 METHODOLOGY 53 Population of the study 53 Sample of the study 53 Hypotheses 56 ix Instruments of the study 60 Leadership styles measurement questionnaire (LSMQ) 61 Pilot testing of LSMQ 62 J Job satisfaction scale for teachers (JSST) 62 Pilot testing of JSST 63 Demographic survey 63 Validity of instruments 63 Reliability of instruments 64 Collection of data 64 Data analysis 64 Summary 65 4 DATA ANALYSIS AND INTERPRETITION 66 Comparison of leadership styles of male and female secondary school principals 66 Comparison of the impact of autocratic and democratic leadership styles on the job satisfaction of teachers 71 Comparison of the impact of demographic variables on overall job satisfaction of teachers 91 Comparison of the impact of job satisfaction dimensions with respect to gender, location, and category of teachers 100 5 SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSION, AND RECOMMENDATIONS 105 Summary 105 Findings 106 x Conclusions 117 Discussion 122 Recommendations for further research 126 REFERENCES 127 APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G APPENDIX H APPENDIX I xi LIST OF TABLES TABLE TITLE PAGE 3.1 Item breakup of leadership styles measurement Questionnaire 61 3.2 Item breakup of job satisfaction scale for teachers 62 4.1 Summary and type of data and method of analysis 66 4.2 Percentage of heads with autocratic and democratic leadership styles 67 4.3 Percentage of male and female principals working in urban areas 67 4.4 Percentage of male and female principals working in rural areas 67 4.5 Autocratic and democratic leadership styles of principals 68 4.6 Leadership styles of male and female principals in rural areas 69 4.7 Male and female principals in urban areas 69 4.8 Male principals working in urban and rural areas 70 4.9 Female principals in urban and rural areas 71 4.10 Urban and rural teachers working under democratic style 71 4.11 Urban and rural science teachers 72 4.12 Urban and rural arts teachers working under democratic style 73 4.13 Urban and rural ma le teachers 74 xii 4.14 Urban and rural female teachers 74 4.15 Urban and rural male science teachers 75 4.16 Urban and rural male arts teachers 76 4.17 Urban and rural female science teachers 77 4.18 Urban and rural female arts teachers 77 4.19 Male and female science teachers 78 4.20 Male and female arts teachers 79 4.21 Urban and rural teachers under autocratic style of leadership 79 4.22 Urban and rural science teachers under autocratic leadership 80 4.23 Urban and rural arts teachers unde r autocratic leadership 81 4.24 Urban and rural male teachers 82 4.25 Urban and rural female teachers 82 4.26 Urban and rural male science teachers 83 4.27 Urban and rural male arts teachers 84 4.28 Urban and rural female science teachers 84 4.29 Urban and rural female arts teachers 85 4.30 Male and female science teachers 86 4.31 Male and female arts teachers 87 4.32 Male and female teachers under democratic leadership 87 4.33 Male and female teachers under autocratic leadership 88 4.34 Male science and arts teachers under democratic leadership 89 xiii 4.35 Female science and arts teachers under