RELATIONSHIP BETWEEN PRINCIPALS’ DECISION-MAKING STYLES AND TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the relationship between principals’ decision-making styles and teachers’ job satisfaction in public secondary schools in Anambra State. Specifically, the study explored the relationship between participatory, authoritarian and consultative decision-making styles of principals and teachers’ job satisfaction. The study was guided by three research questions and one hypothesis, anchored on Vroom and Yetton’s Decision-Making Theory (1973), which emphasized the importance of aligning decision-making styles with subordinate needs and situational factors to enhance satisfaction and effectiveness. The correlational research design was adopted for the study, with a sample comprising 513 teachers which was selected using stratified random sampling technique from a population of 5,137 teachers in the six education zones in the state. Data were collected using a structured questionnaire for teachers. The collected data were analyzed using the Pearson Product Moment Correlation Coefficient to answer the research questions and simple linear regression analysis to the hypothesis at 0.05 level of significance. The findings revealed significant positive correlations between principals’ participatory and consultative decision-making styles and teachers’ job satisfaction, while authoritarian style showed negative correlations. These results suggested that participatory and consultative decision-making enhance teachers’ job satisfaction, whereas authoritative approach hinders it. The study concluded that principals who adopt participatory and consultative decision-making styles contribute to a harmonious school climate, improved teacher effectiveness and ultimately, better student outcomes. Based on the findings, the study recommended among others that principals should adopt participatory decision-making styles to a greater extent, involving teachers in key decisions regarding school policies and activities. This approach would go a long way to foster a sense of inclusion, ownership and mutual respect among staff, thereby enhancing teachers’ job satisfaction and overall school performance.