ASSESSMENT OF THE IMPACT OF SCHOOL ADMINISTRATORS' LEADERSHIP STYLE ON TEACHERS' COMMITMENT AND SATISFACTION IN LAVUN EDUCATION ZONE OF NIGER STATE
Keywords:
Leadership Style, Teachers' Commitment, Job Satisfaction, Transformational Leadership, School AdministrationAbstract
This study assessed the impact of school administrators' leadership
style on teachers' commitment and satisfaction in Lavun Education
Zone of Niger State, Nigeria. The study was guided by three least practiced (M = 2.19, SD = 0.91). Results further indicated
strong positive relationships between administrators' leadership
style and teachers' commitment (r = 0.71, p < 0.05) and between
leadership style and job satisfaction (r = 0.68, p < 0.05). Regression
analysis showed that leadership style accounted for 62% of the
variance in teachers' commitment and satisfaction (R = 0.79, R² =
0.62, F = 287.34, p < 0.05). The study concluded that school
administrators' leadership style has a significant impact on teachers'
commitment and job satisfaction in Lavun Education Zone.
Transformational and democratic leadership styles were found to
positively influence teachers' level of commitment and job
satisfaction, while autocratic leadership showed less positive
influence. The findings affirm that effective leadership practices are
essential for strengthening teachers' professional dedication and
workplace satisfaction.
objectives, corresponding three research questions and three null
hypotheses were formulated. A descriptive survey research design
was adopted. The population comprised 2,384 teachers from public
secondary schools in Lavun Education Zone, out of which 340
respondents were sampled using stratified random sampling. Data
were collected using a structured questionnaire titled Leadership
Style, Commitment and Satisfaction Questionnaire (LSCSQ),
validated by three experts in educational management. The
reliability coefficient obtained through Cronbach's Alpha was 0.87,
indicating high internal consistency. Data were analysed using
descriptive statistics (mean and standard deviation) to answer the
research questions, and Pearson correlation and multiple regression
to test the hypotheses at 0.05 significance level. Findings revealed
that transformational leadership style was the most commonly
practiced by administrators (M = 4.28, SD = 0.63), followed by
democratic (M = 4.12, SD = 0.68), while autocratic leadership was
