PRINCIPALS’ TRANSFORMATIONAL LEADERSHIP SKILLS AND TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN MEME DIVISION OF CAMEROON

Ngemunang Agnes Ngale Lyonga

Abstract


The study aims at finding out how principals’ inspirational motivation, idealized influence and organizational commitment affect teachers’ job satisfaction. A descriptive survey was employed on a population of secondary school teachers in Kumba II Municipality in Meme Division of Cameroon. Four schools were selected to represent government, confessional, and lay private. A sample size of 100 teachers was obtained through convenient sampling. Percentages and frequencies were used for describing study participants and their responses, while an Anova was used to verify the hypotheses of the study at 0.05 level of significance with the use of SPSS version 22.0. The findings revealed that there exist a significant positive relationship between principals’ inspirational motivation and teachers’ job satisfaction. Principals’ inspirational motivation has an effect on teachers’ job satisfaction in secondary schools. The findings further revealed that a significant positive relation exists between idealized influence and teachers’ job satisfaction. Principals’ idealized influence also has an effect on teachers’ job satisfaction. Lastly, principals’ organizational commitment has a significant positive effect on teachers’ job satisfaction. Therefore, principals’ transformational leadership skills leads to an increase in teachers’ job satisfaction in secondary schools in Kumba II Municipality.

 

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principals’ leadership, transformational leadership, inspirational motivation, organizational commitment, teachers’ job satisfaction, educational leadership, secondary schools

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2409

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