Relationship between Heads’ Leadership Styles and Job Satisfaction of Secondary School Teachers

All countries of the world make efforts to reform their educational system. For the purpose many researches are conducted, various policies are formulated and different steps are taken. Several researches reveal that effective leadership is mandatory and the head of institution plays a vital role to achieve the targets. This study attempts to investigate the relationship of heads’ leadership styles (democratic & autocratic) on job satisfaction level of secondary school teachers (SSTs). The study was a cross-sectional survey and was ‘analytic’ in nature (Cohen et al., 2007). A co-relational design is adopted to get information from the quantitative data. All the boys’ public secondary schools of district Mianwali were taken as population and 19 out of 56 boys’ public secondary schools of two tehsils (Mianwali and Piplan) were selected using convenient sampling technique. A questionnaire comprising of 37 items was designed and administered to the selected sample of male SSTs. The questionnaires (230) were delivered to teachers personally by the researchers and the response rate was 91%. Validation of the instrument was carried out through expert opinion, by which the items were improved in terms of language, format and content. An estimate of internal consistency using Cronbach Alpha formula was 0.863. Mean score, standard deviation, correlation coefficient and regression were used to analyze the data. The results of the study revealed that majority of head teachers in public secondary schools of district Mianwali, use democratic leadership style which has a statistically significant relationship with the job satisfaction level of SSTs. Autocratic leadership style also has a positive relationship with job satisfaction level of SSTs but it is used occasionally.