Leadership Practices, Teacher Motivation, Burnout, and Teacher Satisfaction in Tsirang Dzongkhag

Abstract

This correlational study examined the relationship of principals’ leadership styles to teacher motivation, burnout, and satisfaction. Data were collected from 118 teachers from Tsirang Dzongkhag using Multifactor Leadership Questionnaire, Maslach’s Burnout Inventory, teacher job satisfaction and motivation to leave the teaching profession questionnaire. Key findings revealed that most of the principals’ in Tsirang demonstrate transformational and transactional leadership practices although there are a handful of principals who apply laissez-faire style leadership. The characteristics of transformational and transactional leadership practices were positively and significantly correlated with the outcome variables, such as extra effort and effectiveness, but negatively associated with emotional exhaustion and motivation to leave the teaching profession. However almost one-half of the teachers reported being emotionally exhausted and had the motivation to leave the teaching profession. Laissez-Faire style principal leadership was associated with emotional exhaustion and motivation to leave the profession. Differences in the scores were obtained, when analysis was disaggregated by demographic characteristics of the teacher participants. The Ministry of Education and Skills Development (MoESD) should investigate other causes and factors of teacher attrition and emotional exhaustion among teachers. In addition, MoESD should also conduct effective professional development programmes for school leaders with opportunities to reflect on their leadership practices. Scope for further research on similar topics is discussed.