Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools

Abstract

This study explores the relationship between leadership styles applied by school heads and teachers' job satisfaction in Tanzanian secondary schools. Using a questionnaire, data in this study was collected from 180 teachers in ten secondary schools in Songea District in Tanzania. The most salient finding of this study revealed that teachers were more satisfied with their job when their school heads work closely with them by mentoring them as well as paying attention to their personal well-beings. This study challenges the relevance of transformational and transactional leadership in Tanzanian schools by suggesting that good leadership encompasses both 'transformational' and 'transactional' styles.