Principal Leadership Style and Its Impact on Teachers’ Job Satisfaction at the College Level

Abstract

Effective leadership in educational institutions is crucial in creating a supportive work environment and improving teacher job satisfaction. This study investigates the effect of various principal leadership styles on the job satisfaction of college teachers. The research was conducted with a sample of 400 college instructors selected through simple random sampling. Bivariate correlations and multivariable mediation analysis using linear regression were applied to analyze the data. The study focused on four leadership styles—directive, supportive, participative, and achievement-oriented—and their impact on teacher job satisfaction. Findings revealed a significant positive correlation, with participative leadership demonstrating the strongest association. Furthermore, the moderator analysis indicated that age (Coeff 1.4524, p-value < 0.0000) and work experience (coefficient = 0.0090, p-value < 0.0000) significantly influenced this relationship, whereas academic qualifications did not. Future studies should examine alternative leadership models, such as transformational and servant leadership, to assess their impact on teacher satisfaction and institutional performance. Additionally, longitudinal research could provide deeper insights into the long-term effects of leadership strategies in educational settings.