Leadership styles, job satisfaction and intention to stay among secondary school teachers: A case of Mityana district

Abstract

The study examined the effect of leadership styles, job satisfaction and intention to stay among secondary school teachers Mityana district. It further examined the mediating role (influence) of job satisfaction in the relationship between the two mentioned variables. The study was premised on four objectives that focused on; the effect of leadership styles on intention to stay, the effect of job satisfaction on intention to stay, evaluating the effect of leadership styles on job satisfaction and investigation of job satisfaction influence on the relationship between leadership styles and intention to stay among secondary school teachers Mityana district. To achieve these objectives, the study employed a correlational research design. With a quantitative approach a survey questionnaire was administered from 218 respondents, from a sample of 242 teachers and administrators. Data was analysed using the Statistical Package for Social Science (SSPS Version 27). The study revealed that transactional leadership (B = 0.135, p =0.046), and job satisfaction (B = 0.293, p = 0.000) were significant predicators of intention to stay while transformational leadership (B = 0.044, p =0.485) was found to be non significant. Furthermore, the study revealed Job satisfaction fully mediates (B = .0.050, CI [0.009, 0.104]), and also fully mediates (B =.069, CI [0.100, 0.139) the relationship between transformational and transactional leadership styles and intention to stay respectively. Therefore, the study recommends several strategies to enhance teacher intention to stay in secondary schools. It suggests implementing competitive compensation and benefits like salary scales and rewards (transactional) comparable to other professions. Regular training programs and workshops aimed at inspiring and motivating staff (transformational) should be put in place, this would help in mindset change among teachers to backup the national teachers policy which focuses on streamlining the profession. Support and principal’s openness to feedback and concerns, plus regular flexible scheduling would increase job satisfaction and maintain a stable teaching workforce.