School Leadership Styles and Teachers’ Satisfaction: A Case of Secondary Schools in Kigamboni District, Tanzania

Abstract

This study dealt with school leadership styles and teachers’ satisfaction in Kigamboni District, Tanzania, using the qualitative approach, and particularly the case-study design. Through the purposive sampling, the study involved 40 school stakeholders through an interview schedule. The study also employed the focus group discussions as a data collection method. Data took place thematically. Based on the findings, the study concluded that participative, autocratic and transactional leadership styles prevailed across the public secondary schools under investigation. Among these styles, participative leadership emerged as the most commonly adopted style. The style increased teachers’ satisfaction and participation. The study recommends that school leaders prioritize the participative leadership, which encourages participation in decision-making and empowers teachers to perform their duties effectively. Therefore, school leaders need to undergo frequent seminars and workshops regarding leadership styles with more emphasis on the participative leadership style which has proven successful in providing teamwork spirit.