Wachira Thuku, Jeremiah M. Kalai, Edward K. Tanui


This study investigated achievement leadership style practiced by head teachers’ and job satisfaction of teachers’. The study was conducted among a random sample of 348 primary school teachers from Nakuru County, Kenya. A researcher developed questionnaire was administered and interview schedule. Correlation design was used for the study. Spearman’s coefficient correlation analysis was used to predict relationships between variables however; they were subjected to hypotheses test. The objective of the study was to examine the relationship between head teachers’ achievement-oriented leadership style and teachers’ job satisfaction in primary schools. Teacher job satisfaction is influenced by head teacher who demonstrates ultimate goal achievement to teachers’ through giving of challenging tasks and roles as well as creating confidence on followers. A conducive environment in school is vital for teachers who show lack of confidence in ability to complete a task and hence they need motivation in order for them to continue achieving towards the goals set. Moreover, achievement-oriented persons in leadership demonstrate that clear performance of high standards at work is vital and hence they show concern for subordinates’ confidence. Although school tasks need to be set on clear guidelines and standards of performance, routine tasks need to be made more challenging and followers made aware to focus on high standards. An achievement-oriented leader should often seek for continuous improvement from the subordinates. Spearman rho correlation coefficient relationship between head teachers’ achievement leadership style and teachers’ job satisfaction was found to be significant. The study concluded that achievement oriented leadership style practice by head teachers’ had a weak relationship although significant correlation to job satisfaction. In view of this foregoing teachers’ work need to be made more challenging and interesting to eliminate routine activities. The study recommended that schools should continue focusing on leadership practices as part of their professional learning and leadership development. This development enables to maintain a continuous supply of future leaders and sustainable leadership. Institutional heads need to learn more about human behavior as it impacts on teacher performance. Head teachers’ through their actions and attitudes should create an enabling environment which induces motivation on teachers towards achievement of desired goals.


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