Perceptions of Principals’ Leadership Style Influencing Teachers’ Job Satisfaction: Catholic High Schools in Ghana
Abstract
The purpose of this qualitative study was to examine the perceptions of principals’ leadership styles and how they influenced teachers’ job satisfaction in five Catholic high schools in the Bono and Bono East Regions of Ghana. The researcher employed a basic interpretive methodology to research these subjective domains. One-on-one interviews were conducted among 15 participants representing five principals and ten teachers in five Catholic high schools in the Bono and Bono East Regions of Ghana. The results of the study revealed multiple examples of factors that influenced job satisfaction for teachers, such as access to resources and leadership’s ability to manage crises. The study also identified that principals’ positive working relationships with their teachers enhanced teachers’ job performance. The study found that the elements needed in the school principals’ leadership practice included democratic nature, authority, adaptability, and decision-making ability. The research further revealed that principals in Catholic high schools in Ghana influenced teachers’ job performance and brought about job satisfaction among teachers. Some principals who participated in the study affirmed that their conviction about teaching and learning influenced how teachers performed their work and the satisfaction they derived from performing their job. Overall, participants in this study reported positive relationships that were cordial and professional.
Subject Area
Educational administration|Educational leadership|Education Policy
Recommended Citation
Osei-Owusu, Kofi, "Perceptions of Principals’ Leadership Style Influencing Teachers’ Job Satisfaction: Catholic High Schools in Ghana" (2023). ETD Collection for Fordham University. AAI30310290.
https://research.library.fordham.edu/dissertations/AAI30310290
