Inter-Relationship of Leadership Behaviors, Efficacy Beliefs and Job Satisfaction of Teachers in Public and Private Schools

Abstract

Title: - Inter-Relationship of Leadership Behaviors, Efficacy Beliefs and Job Satisfaction of Teachers in Public and Private Schools” The present research Study examined the relationship between the Perceived leadership Style of School Principals, teachers collective efficacy and teachers job satisfaction at selected secondary schools. The leaders behavior Description Questionnaire perceived Leadership style of the school Principals; The Minnesota Satisfaction level of the teacher; The Collective Teachers Efficacy Scale (CE–Scale) provided data that identified the teachers collective efficacy level 210 Public and private secondary schools were include in the study. A total of 820 questionnaires were distributed to public and private, Male and Female Secondary School teachers located in Islamabad (Pakistan). 803 out of 820 Questionnaires were returned total response rate was 97%. Parametric statistical techniques including correlation, t-test and Regression were used to analyze the data. The key conclusions based on the descriptive and inferential statistical evidences of the study indicated that perceived leadership style of school principals and teachers efficacy have a significant relationship. There was a significant difference observed between. Public and private school teachers job satisfaction. Significant mean difference was observed between female public and private teacher job satisfaction hence no difference was observed between male teacher’s job satisfaction, serving in public and private schools. There was a strong correlation between public and private teacher’s collective efficacy and job satisfaction. The results of the study indicate that both leadership styles were strong predictor for collective efficacy and teacher’s job satisfaction. “Overall” the findings from this study will help adequately prepare future school leaders with effective leadership skills that are imperative towards implementing an environment that sustains positive teacher’s job satisfaction and collective teacher’s efficacy.