Principals’ Individual Consideration in Transformational Leadership and Teachers’ Job Satisfaction in Meki Catholic Vicariate schools, Ethiopia

Million Mario Adem, Dr. Elizabeth Piliyesi & Dr. Peter Koros
Catholic University of Eastern Africa, Nairobi, Kenya
Corresponding author: lemilion@gmail.com

Abstract: The aim of the study was identifying the relationship among transformational leadership dimension, which is individualized consideration of principals, and teacher job satisfaction in Meki Catholic Vicariate schools in Ethiopia. The research question that prompted this study was, “How does the principals’ individual consideration relate to teachers’ job satisfaction in Meki Catholic Vicariate schools, as perceived by teachers?” Explanatory sequential mixed methods with correlational and phenomenological design were utilized in the study. Quantitative data was collected using questionnaire instruments, and qualitative data was collected by using an interview guide to contribute to the depth of understanding of the finding. Principals and schools were purposively included in the selection and teachers based on simple random sampling. To validate the instrument external and internal validity were used and Cronbach Alpha was used to ascertain reliability. Frequencies, percentages, and Pearson correlations were used to examine quantitative data. The qualitative data, on the other hand, analyzed by grouping common themes and describing participants’ opinions and viewpoints. Acceptance of participants’ right to privacy, confidentiality, and informed consent should be respected for ethical considerations. The findings unveiled a low to strong positive correlation between principals’ individual consideration and teacher job satisfaction. Further, principals play a vital role in enhancing teachers’ job satisfaction. The findings strongly suggest that teachers’ perceptions of principal directing styles are significantly correlated with teachers’ job satisfaction, recommending that school administration should provide transformational leadership training for school principals.