Principals' intellectual stimulation and teachers’ job satisfaction in public secondary schools

Abstract

This study examined the relationship between principals' intellectual stimulation and teachers' job satisfaction in public secondary schools in Oyo State, Nigeria. This study identified specific intellectual stimulation strategies employed by principals to assess the level of job satisfaction among teachers and evaluate the effectiveness of these strategies. A descriptive research design was used for the study. A random sampling technique was used to select 352 teachers from 30 public secondary schools in nine local government areas in Oyo State, Nigeria. The findings indicate that teachers who perceived their principals as intellectually stimulating reported higher job satisfaction. The findings revealed that certain intellectual stimulation strategies positively impact teachers' job satisfaction, highlighting the importance of leadership practices in educational settings. It suggests that teachers who perceive their principals as intellectually stimulating are more likely to be satisfied with their jobs, motivated to perform at their best, and more committed to their professional roles. The study concludes that principals must embrace their role as intellectual stimulators and champions of continuous learning to cultivate a positive work environment.