PRINCIPALS’ ADMINISTRATIVE STYLES AS CORRELATES OF MATHEMATICS AND CHEMISTRY TEACHERS’ JOB SATISFACTION IN EBONYI STATE, NIGERIA

Source abstract

This study examined the principals’ administrative styles as correlates of Mathematics and Chemistry teachers’ job satisfaction in secondary schools in Ebonyi State. The study was guided by four research questions and corresponding hypotheses. A correlational research design was adopted for the study. The population comprised Mathematics and Chemistry teachers in secondary schools in Ebonyi State. A sample size of 253 Mathematics and Chemistry teachers in secondary schools in Ebonyi State was used for the study. Data were collected using two structured questionnaire (Principals’ Administrative Styles Questionnaire (PASQ) and Teachers’ Job Satisfaction Questionnaire (TJSQ)) designed by the researchers were used for data collection. The two instruments were validated by one expert from Department of Educational Management, three from Department of Science Education (Chemistry Education, Mathematics Education, and Measurement and Evaluation Units). The reliability coefficients of .93 and .89 were obtained for PASQ and TJSQ respectively using Cronbach Alpha method. The data collected were analysed using regression analysis at the 0.05 level of significance. The findings revealed that principals’ autocratic administrative style had a significant negative low relationship with Mathematics and Chemistry teachers’ job satisfaction. The study further revealed a significant positive moderate relationship between principals’ democratic administrative style and teachers’ job satisfaction. Similarly, principals’ laissez-faire administrative style had a significant positive low relationship with teachers’ job satisfaction. When the three administrative styles were considered jointly, the findings revealed a significant positive moderate relationship with Mathematics and Chemistry teachers’ job satisfaction. The study concluded that principals’ administrative styles constitute an important factor associated with teachers’ job satisfaction. It was recommended, among other measures, that principals should minimize excessive autocratic practices, strengthen democratic participation, provide teachers with reasonable professional autonomy, and adopt a balanced and flexible approach to school administration. These measures could contribute to creating a more supportive work environment and enhancing the job satisfaction of Mathematics and Chemistry teachers in secondary schools in Ebonyi State.