LEADERSHIP AND DECISION MAKING IN EDUCATIONAL MANAGEMENT: IMPLICATIONS FOR TEACHER JOB SATISFACTION IN PRIVATE SCHOOLS OF KARACHI

Abstract

This quantitative research investigates the combined effect of principals’ leadership and decision-making styles on job satisfaction of teachers. Data were gathered through stratified random sampling from 194 teachers at private secondary schools located in Karachi. Respondents were required to complete measures of transformational and transactional leadership, decision-making preferences, and job satisfaction. Pearson correlation test was used to examine multicollinearity among the predictors, which was found to be limited. Using hierarchical regression analysis, it was indicated that rational and avoidant decision-making styles significantly influence teacher satisfaction. Results highlighted transformational leadership as a strong positive predictor, while transactional leadership style being a moderator but still significant indicator of job satisfaction. Moreover, job satisfaction levels were higher when principals employed rational decision making, whereas avoidant style was found to be negatively associated with teachers’ job satisfaction. Teachers had more responsive behaviors towards inspirational and supportive principals’ leadership style with participatory decision-making process and clear expectations. The programs that cultivate the adaptive combination of leadership and decision-making processes are likely to facilitate more resilient and satisfactory educational outcomes.