Headteacher’s transformational leadership approach and teacher job satisfaction in selected catholic founded secondary schools in Lugazi diocese

Abstract

ABSTRACT Confronted with the crisis of teacher job satisfaction in Lugazi Diocese, the study set out to investigate the relationship between headteacher’s transformational leadership model and teacher job satisfaction in Catholic founded secondary schools. More specifically, the study was guided by four research hypotheses, which were provided by Bass (1985)’s Transformational Leadership Model (TLM). The four are: There is a statistically significant relationship between headteacher’s idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, on the one hand, and teacher job satisfaction, on the other. A mixed method paradigm was used, under which both a cross-sectional survey design and a phenomenology research design were employed. The target population of 1,687 included all the headteachers, deputy headteachers and all classroom teachers in the Catholic founded secondary schools in Lugazi Diocese. Both probability and non-probability techniques were used. For sampling, stratified random and purposive sampling techniques were applied. Data was collected using questionnaires, interview guide, and Focus Group Discussions, which were first subjected to content and external validity checks. Cronbach alpha technique determined reliability of the quantitative instrument. Whereas quantitative data were analyzed using frequencies, percentages and Pearson’s Linear Correlation Coefficient Test, qualitative data were subjected to thematic analysis, and findings presented in a narrative form. Findings indicated that the four dimensions of TLM (idealized influence, inspirational motivation, intellectual stimulation and individualized consideration) significantly correlate with teacher job satisfaction, and significantly predicted it. However intellectual stimulation had a low correlation coefficient meaning that it significantly correlated with teacher job satisfaction but its impact was medium. The study concluded that TLM has an influence on teacher job satisfaction but its influence is only moderate. TLM left alone cannot make miracles to bring about teacher job satisfaction but other factors especially financial rewards need to come on board. It then recommended that the Diocesan Education Office should consider certain special qualities such as confidence in the suitable candidates for school headship, headteachers to always help teachers experience passion, motivation and encourage them to achieve levels of performance beyond their own expectations and then, headteachers should show that they do not only value their teachers for their professional output, but also that they value them as individual human beings together with their families.