INFLUENCE ON HEAD TEACHERS’ SUPPORTIVE LEADERSHIP PRACTICES ON TEACHERS’ JOB SATISFACTION IN NAKURU AND NAIROBI CATHOLIC PRIVATE PRIMARY SCHOOLS, KENYA

Abstract

Abstract

Purpose: The purpose of this study was to establish the influence on head teachers’ supportive leadership practices on teachers’ job satisfaction in Nakuru and Nairobi catholic private primary schools, Kenya.

Methodology: The study was guided by the path goal theory.   Mixed methods research design was used.  This study adopted the convergent parallel design. In this design quantitative and qualitative research is conducted simultaneously in a single study. The target population was 74 head teachers and 1184 teachers in the 74 primary Catholic private primary schools in Nairobi and Nakuru dioceses. Stratified sampling was used to categorize schools into two strata, the urban and rural schools. From each stratum, 40% of the head teachers and 20% of teachers were sampled. Simple random sampling was used to sample two teachers from each of the 6 teaching subjects. The study sampled 31 head teachers and 248 teachers.   The instruments for conducting the study were; questionnaire for head teachers and teachers, interview guide for head teachers and focus group discussion guide for teachers.  Content validity was determined by seeking expert judgment from specialist in Educational Management and Cronbach alpha was used to ascertain reliability of the instrument. The data was analyzed using descriptive and inferential statistics.

Results: The   regression results revealed that head teachers supportive leadership practices had a positive and significant influence teacher’s job satisfaction. The null hypothesis which indicated that supportive leadership practices had no significant influence on teachers’ job satisfaction was rejected.

Recommendations: Integrate supportive leadership aspects in the execution of other leadership practices and create caring and positive environment that build supportive relationships.

Keywords: head teachers, supportive leadership, teachers, job satisfaction