Styles of Leadership that Foster Job Satisfaction among Educators

Description

Page: 372-376

Mridula V Kulkarni (PG Department of Psychology, ST PAULS COLLEGE, Bengaluru, Karnataka)

This extended literature review explores the complex and multifaceted relationship between leadership styles and job satisfaction among educators. Drawing on over 60 peer-reviewed empirical studies, it synthesizes theoretical frameworks, cultural variables, and case-specific evidence from both developed and developing nations. Transformational leadership consistently stands out as the most effective style, fostering motivation, autonomy, and professional well-being. Meanwhile, transactional and passive-avoidant approaches correlate with increased burnout and attrition. Through detailed analysis, the paper highlights how gender dynamics, employment contracts, organizational culture, and socio-economic disparities mediate this relationship. Furthermore, it integrates insights from the Multifactor Leadership Questionnaire (MLQ), Teacher Job Satisfaction Questionnaire (TJSQ), Herzberg’s Two-Factor Theory, and the Job Demands-Resources (JD-R) model. Practical recommendations are offered for institutions and policymakers aiming to enhance teacher satisfaction through leadership development, participatory governance, and systemic reform.