Relationship of Transactional and Laissez-Faire Leadership Styles with Teachers Job Satisfaction in Secondary Schools of Konso Zone, Southern Ethiopia

Abstract

The primary purpose of the study was to assess the relationship between transactional and laissez-faire leadership styles with teachers’ job satisfaction in secondary schools of Konso zone, Southern Ethiopia. To this effect, the study employed descriptive survey and explanatory correlational research design. The study involved 110 participants from five secondary schools namely: Abaroba, Fasha, Kemele, Arfide and Konso by systematic random sampling technique. The MLQ was employed to collect data from the rafters. The data were analyzed quantitatively using descriptive method of statistics. The results of this study revealed that although both leadership styles have not been practiced adequately, transactional leadership style was relatively the prominent leadership style. It was also found that organizational outcome (teachers’ job satisfaction) was considerably effective in the schools. From transactional leadership factors although all of them have not been practiced adequately, contingent reward was perceived as the most effective component in the schools. Respondents’ age found to be minimally altering the correlation between laissez-faire and teachers job satisfaction. The study also suggested to employ transactional and laissez-faire leadership styles via considering the contingency theory as the paramount important for schools effectiveness. The researchers also recommended to give more attention by the concerning parties in providing school leaders a targeted training that will help them develop  a better understanding about the different leadership styles and the associated organizational outcomes.