Relationship between Country-Club Leadership Style and Job Satisfaction amongst Junior School Teachers in Mogotio Sub-County, Kenya

Abstract

The aim of this study is to establish the relationship between country-club leadership style and job satisfaction amongst junior school teachers. Job satisfaction in education is essential for the attainment of good performance; therefore, there is a need to employ an appropriate leadership style that ensures teaching and non-teaching staff are satisfied beyond achieving good performance. The study was guided by Herzberg's two-factor theory of motivation, it adopted a correlational research design. Target population was 283, stratified and random sampling were used to obtain a sample of 180 participants. Pilot study was conducted to assess the reliability of the tools, and a Cronbach's alpha of 0.816 was attained, which is an acceptable limit. Quantitative data were analysed using descriptive statistics, while inferential statistics of the Pearson correlation coefficient were used to show the strength of the relationship between variables, and thematic analysis was used for Qualitative data from interviews. The country-club leadership accounted for 6.5 per cent of the variance in job satisfaction among the teachers in Mogotio sub-county (R Square 0.065); thus, 93.5 per cent of the variance in job satisfaction was explained by other factors. The F-test statistic (F = 7.664, p = 0.007) showed the fitness of the regression model, showing that country-club leadership style had a generally positive effect on teacher job satisfaction. Results of the study are useful to the Ministry of Education, the Teachers Service Commission, policy makers, the board of management and school administrators on leadership and management styles to increase teacher job satisfaction.