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VOL. 11, ISSUE 6 (2025)
The impact of principals’ leadership styles on teacher job satisfaction in public secondary schools in Bayelsa and Delta States, Nigeria
Authors
Agboi B, Peretomode V F, Dr. Ahon J E
Abstract
This study investigated the impact of
democratic, autocratic, and laissez-faire leadership styles on teacher job
satisfaction in public secondary schools in Bayelsa and Delta States (BDS),
Nigeria. A correlational survey design was adopted, and data were collected
from 546 teachers and principals using a structured questionnaire. The data
were analyzed using descriptive statistics and regression analysis. The
findings revealed a statistically significant positive relationship between
democratic leadership and teacher job satisfaction, indicating that
collaborative decision-making is a primary driver of teacher morale.
Laissez-faire leadership showed a moderate positive relationship, suggesting
that while teachers value autonomy, the lack of guidance can limit its
benefits. Autocratic leadership also demonstrated a significant positive
relationship with job satisfaction, underscoring the fact that depending on the
context, autocratic leadership style may not be detrimental after all. The
study concludes that a deliberate shift toward democratic leadership practices
is crucial for enhancing teacher satisfaction, performance, and retention in
the unique and challenging educational landscape of the Niger Delta region.
Recommendations include leadership training for principals focused on
participatory management and strategic support systems to mitigate the
shortcomings of laissez-faire and autocratic approaches in school
administration in both states, in Nigeria.
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Pages:52-56
How to cite this article:
Agboi B, Peretomode V F, Dr. Ahon J E "The impact of principals’ leadership styles on teacher job satisfaction in public secondary schools in Bayelsa and Delta States, Nigeria". International Journal of Humanities and Social Science Research, Vol 11, Issue 6, 2025, Pages 52-56
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