TRANSFORMATIONAL LEADERSHIP SYLE AND TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN OVIA NORTH EAST.
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Abstract
This study investigated the influence of transformational leadership style on teachers’ job satisfaction in secondary schools in Ovia North-East Local Government Area of Edo State. The study examined how various dimensions of transformational leadership—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—affect teachers’ levels of satisfaction in their work environment. A descriptive survey research design was adopted. The population consisted of all secondary school teachers in the area, and a sample was drawn using appropriate sampling techniques. A structured questionnaire was used for data collection, and the reliability of the instrument was ensured through a pilot test. Data collected were analyzed using descriptive and inferential statistics. Findings revealed that transformational leadership style significantly influences teachers’ job satisfaction, with principals who demonstrate supportive, motivating, and innovative leadership contributing positively to teachers' morale and commitment. Based on the findings, it was recommended that school administrators adopt transformational leadership practices to improve teacher satisfaction and overall school performance.
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