Public Secondary School Administrators’ Leadership Styles, Power Bases and Teachers’ Job Satisfaction

Abstract

In an institution of learning, administrators’ leadership styles and the use of power bases have become crucial factors in the attainment of the goals and objectives. For over a decade of service, the researcher finds it relevant and timely to determine how administrators impact the job satisfaction of the teachers, believing that these two groups have shared important roles in the success of the students’ learning outcomes and progress. Hence, the main thrust of this study was to determine the relationship between the administrators’ leadership styles, power bases and teachers’ job satisfaction, and the difference between the administrators’ leadership styles and powers as perceived by the administrators themselves and teachers of the public secondary schools in the First Congressional District, Province of Bohol for S.Y 2018-2019. Specifically, the study determined the teachers’ perception on their administrators’ leadership styles and powers and their job satisfaction. In addition, the study looked into the difference between the administrators’ leadership styles and powers as perceived by the administrators themselves and teachers. The study employed the descriptive correlational analysis using the modified questionnaire of Abwalla (2014) for the leadership styles and power bases of administrators and Mengistu (2012) for the teachers’ job satisfaction level. A total of thirty-five (35) public secondary school administrators and 214 teachers were the respondents. The study showed significant relationship between the administrators’ leadership styles, powers and teachers’ job satisfaction. Furthermore, the study revealed significant difference between administrators’ leadership styles as perceived by the administrators themselves and teachers, while insignificant difference between the administrators’ powers as perceived by the administrators themselves and teachers. Hence, the researcher concluded that regardless of the leadership styles and power bases of administrators, teachers are satisfied on their job. Furthermore, the researcher concluded that there is contrast between perception of administrators and teachers in terms of the former’s leadership styles, while, in terms of administrators’ power bases, teachers and administrators have the same perception.