The effect of school management style on teacher job satisfaction in secondary schools in Sabon Gari LGA, Kaduna State
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Background of the Study
School management style is a critical element influencing teacher job satisfaction and overall educational quality. In secondary schools within Sabon Gari LGA, Kaduna State, administrative practices and leadership approaches have a profound impact on teachers’ morale, motivation, and professional commitment (Mustapha, 2023). Research indicates that supportive and participative management styles foster a positive work environment that can lead to higher levels of job satisfaction among teachers (Adamu, 2024). Conversely, autocratic and unsupportive leadership may result in low teacher morale, increased stress, and ultimately, a decline in the quality of education delivered (Ibrahim, 2023). In the context of Sabon Gari LGA, where educational resources may be limited and challenges are multifaceted, the role of school management becomes even more significant. Effective management practices that emphasize collaboration, transparency, and teacher empowerment can lead to improved job satisfaction and retention rates (Sani, 2024). Teachers’ perceptions of fairness, recognition, and the opportunity for professional growth are central to their job satisfaction. Recent studies suggest that when teachers feel valued and supported by school leadership, they are more likely to engage in innovative teaching practices and contribute positively to student learning outcomes (Bello, 2025). Furthermore, the educational landscape in Kaduna State is evolving, with recent policy reforms and administrative changes influencing management practices. Despite these advances, there remains a gap in empirical data regarding the specific impact of various management styles on teacher job satisfaction in secondary schools within Sabon Gari LGA. The unique socio-cultural and economic context of the area further underscores the need for localized research that explores these dynamics in depth. This study seeks to bridge this gap by evaluating the relationship between school management styles and teacher job satisfaction, thereby providing insights that can inform policy reforms and leadership training programs. By examining the nuances of management practices in secondary schools, the study will contribute to the broader discourse on educational management and teacher welfare, emphasizing the importance of an enabling work environment for enhancing educational quality (Abdullahi, 2023).
Statement of the Problem
In secondary schools across Sabon Gari LGA, the management style adopted by school administrators has been identified as a potential determinant of teacher job satisfaction. Many teachers report feelings of marginalization, excessive workload, and a lack of involvement in decision-making processes, all of which contribute to job dissatisfaction (Garba, 2023). This dissatisfaction is evident in the high turnover rates and the declining morale observed in several schools. Autocratic leadership styles, characterized by top-down decision-making and limited teacher input, have been particularly problematic. Such styles not only undermine teacher confidence but also inhibit the development of a collaborative school culture (Yakubu, 2024). In contrast, schools that employ more democratic and participatory management approaches tend to report higher levels of teacher satisfaction, which translates into better educational outcomes. However, in Sabon Gari LGA, there is an observable disconnect between the potential benefits of participative leadership and the current practices in many schools. Economic constraints, traditional hierarchical structures, and resistance to change are some of the factors that hinder the adoption of more effective management styles. The lack of empirical research in this context means that policymakers and educational leaders are often operating without a clear understanding of the specific managerial practices that best support teacher satisfaction. This gap in knowledge limits the ability to design targeted interventions that can address the root causes of teacher dissatisfaction. Consequently, there is an urgent need for comprehensive research that examines how different school management styles affect teacher job satisfaction in secondary schools in Sabon Gari LGA. Such a study would provide evidence-based insights into the mechanisms through which management practices impact teacher morale and would offer practical recommendations for improving school leadership, thereby enhancing both teacher retention and the overall quality of education.
Objectives of the Study
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To identify and describe the prevailing school management styles in secondary schools in Sabon Gari LGA.
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To assess the level of teacher job satisfaction in relation to these management styles.
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To propose strategies for improving management practices to enhance teacher satisfaction.
Research Questions
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What management styles are currently employed in secondary schools in Sabon Gari LGA?
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How does each management style influence teacher job satisfaction?
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What strategies can be implemented to improve teacher satisfaction through better management practices?
Research Hypotheses
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H₁: Participative management styles are positively correlated with higher teacher job satisfaction.
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H₂: Autocratic management styles are significantly associated with lower teacher job satisfaction.
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H₃: Implementing targeted leadership training will result in improved teacher job satisfaction.
Significance of the Study
This study will provide critical insights into the influence of school management styles on teacher job satisfaction, offering practical recommendations for educational leaders in Sabon Gari LGA. Enhanced teacher satisfaction is likely to improve teaching quality and student outcomes. The findings will assist policymakers in developing training programs and reforms that foster a more supportive and inclusive school environment. Overall, the study contributes to the broader discourse on effective educational management and teacher welfare.
Scope and Limitations of the Study
This study is limited to secondary schools in Sabon Gari LGA, Kaduna State. It focuses exclusively on the relationship between school management styles and teacher job satisfaction, without considering external socio-economic variables.
Definitions of Terms
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School Management Style: The manner in which school leaders administer policies, make decisions, and interact with staff.
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Teacher Job Satisfaction: The level of contentment educators feel regarding their professional roles and work environments.
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Secondary Schools: Educational institutions that provide education to students typically between the ages of 12 and 18.
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