Principals’ Leadership Styles and Tutor Job Satisfaction in Public Colleges of Education in Ghana

Abstract

This study investigated the relationship between principals' leadership styles and tutor job satisfaction in Ghana's public Colleges of Education using the descriptive correlation research design. The target population comprised tutors in all forty-six public Colleges of Education in Ghana, while those with at least two years of work experience in these colleges comprised the accessible population. A stratified proportional sampling technique was used to obtain 690 tutors whose responses to a structured questionnaire were analysed using means, standard deviation, and Pearson Product-Moment Correlation Coefficient. The significant findings were that principals predominantly used the transformational leadership style compared to the transactional and laissez-faire leadership styles. The tutors experienced a moderate level of job satisfaction, and a moderate, positive, and a significant relationship between principals’ leadership style and tutors’ job satisfaction. The findings suggested that principals' leadership style enhanced tutor job satisfaction. Therefore, colleges in collaboration with the Ghana Tertiary Education Commission should provide Continuous Professional Development opportunities for principals of public Colleges of Education in Ghana to adopt and implement appropriate leadership styles that enhance tutors’ job satisfaction.